Editorial: Relationships with technology

Learning technologists and educational technology researchers will be familiar with scenarios where technologies are not taken up and used in the ways we expect them to be. From telephones to texting, to the web itself, there are ample examples from history of technology being appropriated in unexpected ways. This is one of the reasons why Cook and Noss (2010), in their foreword to a review of the evidence for technology enhanced learning, start out by stating that ‘it really is somewhat fruitless to ask what is the impact of technology-in-general’ (p. 4).