“…Simply providing students with access to the Internet is no guarantee that worthwhile learning will take place (Swan, 2001). There is research of lecturers eager to adopt new technologies, or perhaps coerced into using new technologies, but whose adoption is superficial and technicist rather than effecting meaningful change in either the teaching or learning (Nitza, 2007). Oliver and Herrington (2000) warn that if opportunity, competition and efficiency rather than pedagogical imperatives drive the introduction of ICTs in education then new learning technologies are likely to be simply added to the existing list of available resources and used in superficial ways akin to the notion of gift-wrapping (Fischer, 2003).…”