Educational technology use in higher education:
Complex matters in complex systems

We make an initial assumption that Higher Education institutions, including the University of Otago, intend that their investment in educational technology initiatives benefits learners. The institutional, teaching and technological systems involved in any educational technology development, coupled with the students who will be its end-users, form a highly complex system residing within the broader context of national and international drivers and trends in higher education. Our contention is that, in the current climate of change and complexity (Barnett, 2000), we can have little confidence that educational technology enhances educational practice. If educational practice is not enhanced it seems unlikely that the intended goal of improving student learning will be reached.

This contention arises from focusing on one small element of the complex educational technology 'system' at the University of Otago. The results of a recent report into online learning at the University indicated conservative rather than learner-centered use of educational technology. These results suggest a disjuncture between a robust and contemporary educational technology infrastructure and the potential of educational practice. This raises two questions: What factors might be causing the disjuncture, and what, if anything, can be done about it? Our presentation will explore possible answers.