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The development of technology around the world is influencing many aspects of daily life. This technological impact is also affecting the education sector where the introduction of technologies has been increasing in the last decades following different approaches of technology implementation. Education institutions have been implementing technology for some decades in order to improve the teaching and learning process.

In the last decades ‘ICT has been increasingly embedded within a broader framework of education reforms that aimed to develop students’ capacities for self-learning, problem solving, information seeking and analysis, and critical thinking, as well as the ability to communicate, collaborate and learn’ (Yuen et al. 2003, p. 158).

The implementation of a new element will always embrace change and some of the parts involved in the implementation can resist adapting to changes.   

Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. This is a problem in today’s higher education classrooms which often use a range of learning technologies, particularly as cohorts are becoming more and more likely to contain mature students.