IT’S NOT JUST THE TOOL BUT THE EDUCATIONAL RATIONALE THAT COUNTS1

Abstract

Massive open online courses (MOOCs) (Kop, 2011); bring your own device (BYOD) (Song, 2014); advanced learning analytics (Baker and Inventado, 2014); hybrid, blended and disruptive educational environments; networks of connected learners (Siemens, 2014); blended learning experiences (Pedaste et al., 2013); simulationbased inquiry learning (Mulder et al., 2014) with virtual manipulatives (Zacharia and de Jong, 2014); and a multitude of educational apps popping up daily (Cherner, Dix, and Lee, 2014)-these instances of technology loom so large in prevailing visions of education that the role of education as the driving force of their design and utilisation becomes lost.