Today's higher education is characterized by an increasing integration of e-technologies. The rising popularity of these technologies is driven by the well-presumed claims in terms of better, faster and more affordable learning for the 21st century (Salomon, 2002). Evidence, nevertheless, indicates that e-technologies have actually a marginal impact on students' learning (Kolb, 1981) and teachers' teaching (Hamuy & Galaz, 2010). Critics ascribe this marginal impact to the fact that research and practice have a wrong focus i.e., they focus on the technology as such and the possibilities for learning assuming that the technology's demonstration is enough to guarantee that teachers will use them accordingly (Salomon, 2002). Already in the 80s Clark (1983) stressed that educational technologies create interesting conditions for learning only when these media are integrated into an instructional method. It seems however that teachers are unsure about the pedagogical implementation of e-technologies and the way these technologies can assist the instructional design of the learning environment.
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