ABSTRACT
The prevalence of information and communication technology (ICT) in modern life is undeniable. The advancement of technology in the last thirty years has been accompanied by a parallel increase in the use of digital devices and methodologies in every aspect of our lives. In the last decade, more and more online systems track user actions, thus offering relevant data that businesses exploit to make informed decisions, gauge success and design action. However, the introduction of ICT into education has not run parallel. There has been a proliferation of research on ICT usage and its impact on learning, but ICT-enhanced learning has been constantly criticized as a low yield investment. Technology in education has often been chided as “running just to keep in place” with social expectations (Boody, 2001, p. 5), and said to be of less use than anticipated and a general “waste of money” (Apple, 2004, p. 514).
