Teachers will often choose a method (e.g. lecture, tutorial, simulation, essay, exam) before (or without) thinking enough about the purpose of their teaching. The choice of technology then becomes shaped by what is possible and available in this already-constrained conception of teaching. By choosing methods first, particularly traditional ones, we may reinforce teaching practices that are unsuitable in online contexts.
I really like the closing remark:
(context + purpose) drives (pedagogy [which includes actual uses of technology])
This has me thinking about what works and wondering in what context and for what purpose.