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Abstract
This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper evaluates its data in relation to this argument. The paper uses a structured observation as its research instrument; seven participants (three lecturers and four students) were given one of two tasks. Results showed the participants using a narrow range of technologies, and showed a preference for non-institutional over institutional technologies. The paper argues that there is a misalignment between the technologies provided by higher education institutions (HEIs) and the technologies used in practice by students and lecturers, and further argues that disruptive technology and disruptive innovation comprise a useful means of assessing the likely success, in terms of usage, of a technology.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Michael Flavin is Head of Curriculum Innovation at Kings College London. He designs and oversees co-curricular learning, and teaches on postgraduate programmes. His current research is focused principally on the use of disruptive technologies to support learning and teaching in higher education.