Scholars and pundits alike have devoted considerable attention to the so-called 'Net Generation', arguing that their status as 'digital natives' requires a complete reconception of how educators use technology. Although the explosion of educational technologies warrants closer examination, we argue that the need for this change comes not from some generational Zeitgeist, but rather the change in the technological landscape. Thus, a more fruitful approach is to examine educational technologies from a media ecology standpoint, considering what these technologies enhance, retrieve, reverse into and obsolesce.
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