Technological innovations, under the aegis of ‘technology-enhanced learning’ (TEL), are high on policy agenda in higher education institutions (HEIs) in the UK and elsewhere. These developments have a direct impact on the conditions of teaching and learning. The socio-cultural dimension – the impact of change on working communities and their practices and beliefs on the ground – appears under-researched in empirical work (Selwyn, 2022). This paper reports on a qualitative study incorporating an analysis of linguistic metaphors that attempted to investigate that gap in one institutional context.

It begins with a critical review of metaphors associated with policy and educational technology innovation in education discourses more broadly. Teaching staff were interviewed from across the institution’s main faculties. The interview transcripts formed a databank of naturally occurring language. Respondents used a range of metaphors, both conventional and novel, revealing insights into the affective and sociocultural dimensions of experience and understanding as well as perceptions of changing professional roles. For triangulation, linguistic analyses of relevant documentary sources, where available, were made and an example is included here. Overall, a more nuanced understanding of lecturers’ lived experience and engagement with educational technology was achieved by focusing on their metaphor usage.