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Kenneth A. Grant [a1] [a2]
School of Information Technology Management
Ryerson University [u1] [u2]
Toronto, Ontario, Canada [c1] [c2]
Justyna Susla [a1] [a2]
School of Information Technology Management
Ryerson University [u1] [u2]
Toronto, Ontario, Canada [c1] [c2]
This paper examines the way in which the benefits and costs of learning technology have been addressed in recent years with a particular emphasis on identifying gaps between the discourse and the empirical data. The study suggests that while the benefits of learning technology have been discussed widely, there is limited empirical evaluation of the effects and very little discussion of the costs. It suggests that the promotion of learning technologies is, to some extent, driven by marketing rather than objective assessments of costs and benefits. It concludes that a more critical or questioning perspective on the claims and rigorous examination of the costs as well as the benefits would improve decision making. Rather than ignoring or marginalizing those who express concerns about learning technology we should address their concerns.
Keywords: information technology, education, cost-benefit analysis, discourse
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