The use of computer technology in university teaching and learning: a critical perspective

By Neil Selwyn. Journal of Computer Assisted Learning, 2007

642 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aa32debbe7ac92e83a949e0fa05991c0225d241c

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Citations in the corpus

Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach (2012, background): “Universities may be increasing ICT for curriculum delivery for a variety of reasons (Selwyn, 2007) but issues of pedagogy are central to the concerns of teaching staff.”
Exploring teacher acceptance of e‐learning technology (2008, background): “More recent studies suggest that further research design should extend beyond the technology-based tools, for example, to include a broader range of social factors (Bielaczyc, 2006; Selwyn, 2007).”
Why hasn't technology disrupted academics' teaching practices Understanding resistance to change through the lens of activity theory (2008, background): “…technology in higher education as ‘‘sporadic, uneven, and often ‘low level’’’ and points to the ‘‘growing need for the education community to account for the distinct ‘digital disconnect’ between the enthusiastic rhetoric and rather more mun-dane reality of university ICT use’’ (Selwyn, 2007: 1).”
Looking beyond learning: notes towards the critical study of educational technology (2010, background): “the meso-level of the processes and procedures of educational institutions, and the macro-level of wider cultural, societal, political and economic values (see Zhao & Frank 2003; Selwyn 2007).”
Teaching with technology in higher education: understanding conceptual change and development in practice (2017, background): “…research to account for the distinct ‘ digital disconnect ’ between the enthusiastic rhetoric and rather uninspiring reality of university Edtech use (Selwyn, 2007) and to develop strategies to facilitate the implementation of Edtech in HE to enhance student learning (Ertmer &…”
The impact of perceived enjoyment, perceived reciprocal benefits and knowledge power on students' knowledge sharing through Facebook (2017, background): “Facebook is regarded as an ideal platform for collaborative learning (Selwyn, 2007).”