Examining the impact of learning technologies on social justice in higher education

Abstract

With learning technologies being widely used in higher education, much research focus has been on the impact of learning technologies on learning and teaching processes. The social justice implications associated with the adoption and use of learning technologies are often neglected. Based on the analysis of semi-structured interview data with multiple stakeholders from an Australian university, the findings of this thesis revealed how a complex web of power relations 1) shaped the way learning technologies were adopted and used; and 2) was inextricably linked to social justice implications for the adoption and use of learning technologies.