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In 2011, [Higher Education Quality Council of Ontario] HEQCO issued a call for research projects related to technology-enhanced instruction. Part of a broader effort to identify and evaluate innovative practices in teaching and learning, HEQCO's purpose in commissioning these projects was both to inform best practices at the classroom, institution and policy levels, as well as to encourage institutions and faculty members to assess the effectiveness of what they were doing in the classroom. Now that the technology studies have concluded and that most have been published, this report draws some broader conclusions from their methods and findings. First, it reflects on how certain key terms relate to technology-enhanced instruction, such as 'blended' and 'hybrid', have fluid and contextual definitions that can create confusion by disrupting terms of reference that are assumed to be common. Then, it identifies common pitfalls in the implementation of technology in the classroom to consider how new tools might be introduced and integrated more effectively. Finally, it highlights methodological lessons about the challenges of blending research and practice in the classroom.

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