Although the use of digital information technologies in education has become commonplace, there are few, if any, central guiding frameworks or theories that explicate the relationship between technology and learning practices. In this paper, I argue that such a theoretical framework can assist scholars and practitioners alike by working as a…

A major strand of science and technology studies in recent decades has related to the social construction of technology (SCOT) movement, whose adherents maintain that technological systems are determined just as much by social forces as by technological ones. Taking this SCOT notion as a starting point, and putting a focus on the user, this paper…

Although mathematicians frequently use specialist software in direct teaching of mathematics, as a means of delivery e-learning technologies have so far been less widely used. We (mathematicians) insist that teaching methods should be subject-specific and content-driven, not delivery-driven. We oppose generic approaches to teaching, including…