This book provides another perspective to the way educators think about and use educational technologies in secondary and tertiary classrooms. Technology in learning settings has often been used in cautious ways, typically replicating existing, non-technological educational processes. This book proposes that educators be more ambitious with the way they conceive of, and use, technology in secondary and tertiary classrooms. It provides guidance towards that end by considering the history of application of educational technologies, by interrogating common fears around their use, and by...