Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape. This paper analyses the role of ‘‘disruptive’’ innovative technologies in higher education. In Most of Countries, Higher Education Institutions (HEIs) have invested significant sums in learning technologies, but these technologies have not been universally adopted and used by students and staff. Instead, other technologies not owned or controlled by HEIs are widely used to support learning and teaching. According to Christensen’s theory of Disruptive Innovation, these disruptive technologies are not designed explicitly to support learning and teaching in higher education but have educational potential. This study uses Activity Theory and Expansive Learning to analyse data regarding the impact of disruptive technologies. This study identifies a contradiction between learning technologies made available by HEIs, and technologies used in practice. There is no evidence to suggest that a wide range of technologies is being used to support learning and teaching. Instead, a small range of technologies is being used for a wide range of tasks. Students and lecturers are not dependent on their HEIs to support learning and teaching. Instead, they self-select technologies, with use weighted towards established brands. The use of technologies outside HEIs has implications for the monitoring of learning and teaching, and for the role of HEIs, which are no longer the gatekeepers to knowledge.