The term technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an "enhancement" of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which "enhancement" is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which "enhancement" is conceived.