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While technology has increasing influence throughout higher education, there is still much to be learned about its effective educational contribution. However many teaching interventions appear to be technology-led rather than responding to identified teaching and learning issues. This technologically deterministic view tends to mask important issues such as our role as educators in the 21st century and what we expect our students to be capable of as graduates in an increasingly global world. University teachers’ views about and approaches to teaching are more influential in the success of a technological application than knowledge about how a specific technology works. Thus developing a scholarly approach to using technology is more essential than technical competence. Fundamental to this is an understanding of teaching and learning. Transforming learning is a complex activity. It requires sophisticated reasoning about the goals and purpose of any intervention and how an educational programme may be designed. So although technology can enable new forms of teaching and learning to take place, it cannot ensure that effective and appropriate learning outcomes are achieved. Instead, we need to reflect on our views about teaching and learning and whether our approach helps students achieve appropriate goals. While technology makes a valuable contribution to supporting student learning, it is not the technology itself that is the agent of change: it is the teacher
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