ABSTRACT
The revolution has extended to teaching and learning which have recently, and to some extent necessarily, been impacted by new and often innovative information technologies with awesome potentiality. The desire to incorporate technology into higher education teaching and learning has been placed on the higher education agenda with a number of technology-related programmes such as cti and tltp and the recent audit exercise in tqa. The incorporation of it seems to proceed from a “technology is obviously a good thing” approach, which in some quarters is considered as axiomatic. Part of my disquiet with the technologist perspective’s approach to the design and implementation of new it in teaching and learning environments is the generality of the argument that technology is necessarily a good thing. In the world of commerce and industry many technical endeavours which are based around personal computing have also failed to furnish adequate results.
