Technologies for learning, such as Moodle, have proliferated and their use is now pervasive. More and more institutions are adopting some form of technology in teaching and learning. Even those yet to do so hold a positive view of its use. Yet, many who have, struggle to add value to the learning process with its use. Many feel that use of technology seems to add little value to their practice and sometimes is actually a hindrance or a distraction to learning. Thus, even some open and distance learning (ODL) institutions can’t seem to fully embrace technology for their course offerings. One reason for the frustration may lie in the focus on the tool rather than the principles of best practice in teaching and the misalignment of learning design and technology choices. In this presentation, we argue that learning design should drive technology choices. In order to use technology effectively for teaching and learning, educators need to ask basic questions about the classroom:

• What do we want to do?
• With what goal and objectives?
• What outcomes are desired?

The answers to such questions will determine what tools are needed to accomplish what is desired. Technology integration will therefore align with the learning design.

Such reimagining, reconfiguration and recreation of the classroom would include the identification, selection and use of appropriate technological tools. When this is done, technological affordances will be more likely to make a significant positive difference in the teaching and learning experience.