This paper reports on a UK Higher Education Academy funded project investigating the use of technology to enhance student learning in higher education. It reviews the literature to explore what evidence exists to illustrate that technology enhances learning, and how this evidence changes the practice of teachers in higher education. The contested nature of evidence, and of enhancements in student learning are discussed. The findings indicate that while the use of technology may enhance learning, the evidence supporting these claims is tangential, as is the evidence illustrating changes in the practices of HE teachers.