Milne (2006) posits that technology is natural; that devices and networks that ‘once might have appeared exotic (pervasive wireless networking, iPods, smart phones) or transformative are now considered mainstream’. Whilst students in Higher Education might endorse these expectations that some technology will feature in their study (JISC 2009a; Kim & Bonk 2006), it is vital that this is predicated on a considered, relevant and supported approach to using technology in learning and teaching that is integral to academic practice and aligned with professional values.

But in a climate where a prevalent discourse of innovation dominates, how do we know if we’ve got the basics right?