Abstract
Educational landscape reports have historically contributed to advocating for changes that would benefit learners, including recommendations for digital technologies and their use. The COVID-19 pandemic has considerably affected education, pushing institutions to quickly adapt to the emergency through the use of technology. This scenario has impacted the discourse on educational technologies and their implementation. Seeking to better understand this discourse and its potential impact on education, drawing from a range of scholarly literature—including discourse analysis, critical discourse studies, and studies on educational technology and change—this study focuses on how technology has been presented in a major yearly publication in 2020, 2021, and 2022. This study adds to the literature by presenting findings that show that technology corporations can play a crucial role in shaping educational technology discourses in landscape reports, including how technology should be adopted and the very future of higher education. Additionally, it reinforces the need for critical awareness of how different publications may push corporate agendas disguised as impartial expert guidance.
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