Abstract
Over the last few decades we have witnessed huge investments in educationaltechnology and a plethora of policies, initiatives and programmes that sought, orproclaimed, to harness technologies to improve and transform learning andteaching in the classroom. Whilst there have been some remarkable successes, wemust retain a critical perspective in examining the extent to which such aims havebeen met (Benyon & Mackay, 1989 & 1993; Fisher, 2006; Selwyn, 1997 & 2011),where weaknesses and barriers have arisen (see for example, Balanskat et al.,2006), and where future opportunities may lie (see also, Kirkland & Sutch, 2009;Hammond et al., 2009).
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Rudd, T. (2013). Teachers as Agents of Change. In: TAY, L.Y., LIM, C.P. (eds) Creating Holistic Technology-Enhanced Learning Experiences. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-086-6_12
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DOI: https://doi.org/10.1007/978-94-6209-086-6_12
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