lleged techn o - educational innovation is generally little more than a manifestation of the divergent interests of the stakeholders involved, with any convergence rarely linked to teaching or learning
convergent interests of stakeholders does not amount to innovation teaching and learning
“ Whatever happened to Instructional Technology? ”. With this publication , he highlighted a nd attempted to explain the persistent failure of ICT to penetrate the world of higher education, despite several decades of effort and massive inve stment (Geoghegan, 1994)
This may situate the problem quite deeply in the history of educational ict and support claims relating to the persistence of this problem in the face of numerous interventions.