Abstract. The integration of digital technologies in higher education is increasingly subject to critical examination. Research indicates that discussions surrounding technology tend to come first, whereas attention on pedagogy often comes second. The aim of this study is to explore the ‘pedagogy- led vs technology-led’ dilemma. Through a qualitative interview study, we investigate how digital technologies and pedagogies are entangled within learning activities in five higher education courses, as well as the perceived usefulness of the digital technologies employed. Drawing on a theoretical framework including entangled pedagogy, a typology of technological interventions, and the concept of technology affordances, our analysis reveals varying degrees of integrated approaches. Our findings show that the more deliberately the pedagogical and technological components were integrated, the more the learning design reflected an entangled pedagogy. We also found that certain technology affordances can significantly influence students’ learning processes, both positively and negatively. Hence, we argue that technology affordances are not fixed entities, and that digital technologies should not be regarded as homogenous entities with universally applicable characteristics or outcomes. Their use is inherently situated, contingent upon institutional structures, cultural norms, and individual interpretations.
Full reference. Slette, A. L., Flobakk-Sitter, F., & Mavroudi, A. (2026). Integrating digital technologies and pedagogies: the importance of considering technology affordances. Högre utbildning, 16(1), 37–49. https://doi.org/10.23865/hu.v16.7213