A decade on, and it’s still Groundhog Day: questioning research on technology in higher education

Abstract

It has been suggested that there is an ongoing failure to learn from previous research and policy about technology use in Higher Education. This paper explores this claim, critiquing policy and practice around curriculum design and delivery, using ideas about tacit practice and the lived (or performed) curriculum. This reveals a consistent focus on tangible elements such as materials, at the expense of ephemeral but vital aspects of curriculum practice, supporting claims about a lack of progress. However, a more optimistic interpretation may be possible, viewing this instead as a consistent way of understanding new technologies as they arise.