Technology seems to appear everywhere.
Despite our intuition, however, we have scant data that measures the impact of technology on learning. While most colleges have some sort of information technology planning committee, Gilbert notes that most lack a conceptual framework, focus too much on technology itself and not learning, and generally involve only those already using technology. Fragmented institutional planning that focuses on technology instead of teaching and learning. Distrust and poor communication between administrators and faculty that fuel rumors that technology will displace human instructors. Underestimating the difficulty of faculty adoption of new teaching approaches.