ABSTRACT
There is no question that changes in educational technology have influenced learning and teaching in higher education. In past decades, technological agents of change have included open concept architecture, new forms of visual and audio presentation, the internet and dramatic innovations in computing and communications technologies. However, what counts is not the technological tools themselves, but how they are used. Technology merely opens possibilities: the outcomes are dependent on decisions made. For example, which change processes will result in the effective introduction of new technologies? What pedagogies will inform the introduction and development of new technologies: how will notebooks, pocket PCs or smart phones be incorporated into students’ learning environments? Should wireless networks be incorporated? Should support be provided for Apple and Microsoft Windows operating environments?
