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Academic Paper from the year 2018 in the subject Pedagogy - Media Pedagogy, grade: 76, The Open University (School of Educational Technology), course: Technology-Enhanced Learning: Practices and Debates, language: English, abstract: This paper presents the critical reflection on technology-assisted learning. It is based on the choices practitioners make about how to apply technologies to their learners and the choices learners make about their own learning, in terms of what technologies they use, why and how. Based on three main learning activities: blog and blogging, Reading Price (2007) and, the learner experience; reflection uses concrete example to explain what allows the author to understand the choices, experiences and methods of practitioners and learners in the application of technologies to education. A brief takeaway from the discussions is that learners and practitioners have different choices in specialized technologies. Learner’s experience is grounded on four major things: familiarity with technology, students’ perceptions, Students expectations and efficacy and effectiveness ensures teachers realize their intentions of their course design, relative to the use of technology (approach). Based on these, recommendations were made on how courses and learning activities could be better developed.