In early June 2016, as part of a review of the “Technology-enhanced Learning (TEL) Week” initiatives funded by the National Forum, Dr Mark Glynn and Lisa Donaldson gave a presentation summarising the results of the “Technology-enhanced Learning: What Works and Why” project.
The basic premise of this project is there is no ‘one-size-fits-all’ approach to the effective use of new digital technologies for teaching and learning. The answer to this question “what works and why” needs to be found through critical reflection and rich professional dialogue grounded within institutional contexts and discipline specific practices. The project built on a recent Australian study, which explores the gap between the rhetoric and realities of technology-enhanced learning (Henderson, Selwyn & Aston, 2015). This Australian study highlights the need to problematize claims about the potential of technology-enhanced learning to more fully engage a wider range of stakeholders in capacity development.