Educational technologies have experienced recurring waves of innovation and were associated to the current pedagogical practice and theory.These advances in educational technologies have often triggered or contributed to changes in pedagogical practice and theory, sometimes in unforeseen manners and with significant consequences.In these cases, they can be considered as a disruptive (r)evolution -boosting efficiency or effectiveness of educational practice or unveiling disastrous effects.Examples of the past range from oral and behavioral communication of knowledge to the use of writable surfaces (e.g., cave walls, paper, chalkboard, electronic whiteboards), and tools that support learning and teaching processes (e.g., printed illustrations and exercises with explanations, slides, overhead transparency; programmed instructions using books or software-based assistance; language learning and training environments; specialized (digital) learning or assessment environments; general learning management systems; AI-based (tutoring) software agents).These (r)evolutions have had a powerful impact on pedagogical practice and theory.For instance, the enhanced support of self-regulated learning, when student-centered learning was facilitated with the use of learning management systems or recent AI technologies featuring large language models.With the use of computer-based communication and collaboration tools in our everyday and business life, collaborative learning in formal and informal learning settings is likely to become more important in the future.However, on the other hand, pedagogical needs to appropriately support learning processes are still not fully incorporated into many educational technologies.
Haake et al. (Thu,) studied this question.