Reassessing technology-enhanced learning: Striking a balance between technological integration and pedagogical effectiveness

Abstract

Although the belief that technology has revolutionized learning is widely accepted, a handful of researchers continue to argue that this belief is based on claims rather than empirical evidence. Guided by this argument, we chose to reexamine the state of online education at Papua New Guinea University of Technology (PNGUoT), with a particular focus on establishing whether faculties are equipped to effectively apply technology to guide learning beyond lower-order to higher-order levels of knowledge creation and problem solving. Using interactive inquiry and observational techniques as the main forms of data collection, three major findings emerged: (1) technology and learning are critical aspects of education, but technology should be seen as an enabler not as a substitute or subset of learning; (2) online education demands new pedagogies and epistemologies that go beyond traditional teaching approaches; and (3) technology will continue to transform teaching and learning processes, our willingness to embrace it notwithstanding. The study concludes that a focus on technology rather than learning is a false dichotomy, while limited expertise to critically evaluate how learning can progress effectively with technology being used as an enabler remains an early implementation hurdle.