The use of information and communication technologies in higher
education is surrounded by contradictory, yet interrelated themes,
that suggest that education is either experiencing a revolution or
approaching its own demise. Undoubtedly, technologies are becoming
embedded in academic life but patterns of adoption are more complex
and nuanced than polarized themes suggest. The extreme polarity of
a 'promises and fears' spectrum is unable to fully account for why
this is the case; neither can it be explained by economics,
demographics, or the technology. This article argues that one of
the most significant variables in the deployment of and adaptation
to information technologies in the university is academic culture.
In other words, unless we consider academic culture we cannot fully
capture the relationship of technologies to education.
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