Technology-Enhanced Learning: A Learning Sciences Perspective Eleni A. Kyza Abstract Technology-enhanced learning (TEL) can be broadly defined as contexts that incorporate ICT technologies in support of learning. There are multiple defini- tions of TEL in the literature, each influenced by the theoretical perspective in which it is grounded and by the emphasis sought. There is no doubt, though, that TEL is an interdisciplinary and dynamic field, constantly in a process of redef- inition as new technologies emerge and their niche in education is explored. To overcome the trade-offs brought upon by the fluidity of technology and context, it is important to situate and explore TEL within the predominant learning para- digms. This contribution discusses TEL from the perspective of the learning sciences (LS). Anchoring the design, implementation, research, and evaluation of technology-enhanced learning in the LS can offer a theory-grounded perspec- tive that can focus on, and explain, the added value of technology and connect theory with practice. This chapter begins with a discussion of the foundational aspects of the learning sciences, which are relevant to TEL. It then discusses key aspects of TEL, which relate to the design, implementation, assessment, and evaluation of technology-enhanced learning environments. The chapter then concludes with a discussion of areas that are still under-researched in technology-enhanced learning contexts, pertaining to the above issues. Keywords Technology-enhanced learning • Learning sciences • Learning theories • Design- based research E.A. Kyza (*) Department of Communication and Internet Studies, Cyprus University of Technology, Limassol, Cyprus e-mail: Eleni.Kyza@cut.ac.cy; Eleni.Kyza@gmail.com # Springer International Publishing AG 2017 J.M. Spector et al. (eds.), Learning, Design, and Technology , DOI 10.1007/978-3-319-17727-4_56-1 1