A second assumption hidden in many arguments for using information technologies is that providing information is equal to providing education. In Bloom's Taxonomy, for example, recall objectives are most directly related to providing information. A third hidden assumption is that more information results in more learning. Information, as content or subject matter, is essential for learning. Quantity of information is less important than appropriate content for given objectives, students, and their learning processes.
More information can result in less learning.
The assumption that more information results in more learning often is accompanied by the expectation that students interact in some meaningful way with rich information to produce new learning. These three assumptions often are used without a sufficiently complex theory, explanation, or set of practices whereby technology-based information is a resource in learning processes that develop particular knowledge, skills, and values. The effective use of various options for presenting information puts pressure on the teacher to probe the meaning and implications of a unit of knowledge, to be a mentor in learning and in the forming of value judgments . . . . Beyond broad policy concerns, prospects for incorporating technology into undergraduate education are influenced by the way faculty and students think about teaching, learning, and the role of technology. A related but different concern focuses on expectations for students.