Technology-Enhanced Learning Education Innovation Educational Technology Research Computer Media History
Institute of Mathematics and Informatics Bulgarian Academy of Sciences
Serdica Journal of Computing, Vol. 4, No 2, (2010), 159p-182p
This paper is a reflection on the history and future of technology-enhanced
learning. Over the last century various new technologies were
introduced in education. Often, educational revolutions were proclaimed.
Unfortunately, most of these new technologies failed to meet the high expectations.
This paper reviews the rise and fall of various "revolutionary"
learning technologies and analyses what went wrong. Three main driving
factors are identified that influence the educational system: 1) educational
practice, 2) educational research, and 3) educational technology. The role
and position of these factors is elaborated and critically reviewed. Today,
again many promising new technologies are being put in place for learning:
gaming, social web, and mobile technologies, for example. Inevitably, these
are once again proclaimed by its supporters to revolutionise teaching and
learning. The paper concludes with identifying a number of relevant factors
that substantiate a favourable future outlook of technology-enhanced