Abstract

This paper explores the underpinning concepts commonly associated with technological implementation in Higher Education. Technological implementation in Higher Education is driven by assumptions from earlier work exploring the potential demands of the "Net Generation" in terms of access to and engagement with technologies. Whilst presenting valid considerations, more contemporary research suggests limitations of this earlier work, in favour of recognition of the individual nature of technological use in practice. Using person-environment fit theory to underpin the discussion, this paper explores how mis-mathed expectations between institutions and users, can create conflict, stress and behaviours that detract from the learning experience. Current conflicts within Higher Education are used to illustrate the need for an holistic approach to implementation planning, considering the wider educational context and sphere of influence.