ABSTRACT
This chapter highlights a selection of the issues surrounding educational development which need to be tackled if ICT is to maximize its potential for improving the educational process while avoiding some of the obvious pitfalls. We are not necessarily seeking to draw summarizing conclusions, but will map some of the problems and possibilities of the adoption of ICT into higher education. However, the tentative generalizations canvassed here are intended to be no more than suggestive, and it is left to the readers to adjudicate the extent to which they can be considered relevant to their particular contexts. This caution is quite normal in considering the appropriateness of drawing inferences from a series of case studies, and has been referred to by Stake (1988) as involving ‘naturalistic’ rather then ‘formalistic’ generalizations.
