, 2010a). E-leaming can expand educational opportunities for students, improve retention rates, and improve the life chances for graduates, and in light of these benefits there can even be a moral imperative to embrace change (Scott, Coates, & Anderson, 2008). However, the imperative for schools to pursue educational technology because of the global economy can be problematic, because concerns shift to maximizing a nation's economic performance, rather than realizing the potential of what technology offers for teaching and learning (Selwyn, 2010a). Discourse dominated by globalization and technological determinism can create anxiety and place pressure on individuals and organizations to uncritically pursue technological change or be left behind (Clegg et al., 2003). Ideas about the inevitability of technology and its capacity to create a utopian world can be tantalizing. The founder of Wired magazine, Kevin Kelly, proposed a theory of technology in society which he termed the technium, that presents a vision of technology as an evolving super organism driven by the collective imagination, with technological change as inevitable, and mostly tending toward a utopian world (Edward, 2010; Pollock, 2010). Assumptions of technology as inevitable are present in the rhetoric used to explain the function of early and late adopters in the inevitable diffusion of technological progress through society (Instone, 2004). The view of the autonomous development o f technology as being inevitable and unstoppable has been described as the technological imperative (Chandler, 1995; Cukier 95 et al., 2009; Hofmann, 2006; Leonardi, 2008; Martin, 2008; Poser, 2009). The technological imperative may seem reasonable from an historical perspective. Technological progress has relentlessly marched forward over the decades, and even technology pioneers have underestimated the pace o f technological change (Selwyn, 2010a; Selwyn, 2010b). Bill Gates at one point dismissed the Internet as "a passing fad" (Selwyn, 2010a, p. 32). Educational technology professionals tend to focus eagerly on the next wave of technological development, while hesitating to reflect critically on the appropriate role for present technologies, and becoming forgetful of past technologies that have come and gone (Selwyn, 2010a). The technological imperative assumes that if a technology can be developed it ought to be developed, and will be developed, without regard for ethical considerations or making value judgments about the technology (Martin, 2008; Poser, 2009). The technological imperative assumes that once technological development is inevitably underway, users should learn to cope
, 2010a). E - leaming can expand educational opportunities for students, better memory rates, and improve the life luck for graduates, and in light of these benefit there can even be a moral imperative to embrace variety (Scott, Coates, & Anderson, 2008). However, the imperative mood for schools to pursue educational engineering because of the global economy can be problematic, because concern shift to maximizing a nation's economic performance, rather than realizing the electric potential of what technology offers for teaching and eruditeness (Selwyn, 2010a). Discourse dominated by globalization and technological determinism can create anxiety and place pressure on person and organizations to uncritically pursue technological change or be left behind (Clegg et al. , 2003). mind about the inevitability of technology and its capacity to create a utopian world can be tantalizing. The laminitis of Wired cartridge holder, Kevin Kelly, propose a theory of technology in society which he termed the technium, that presents a vision of engineering as an evolving ace organism driven by the collective resource, with technical change as inevitable, and mostly tending toward a utopian world (Edward, 2010; Pollock, 2010). assumption of technology as inevitable are present in the rhetoric used to explain the affair of early and late adopters in the inevitable diffusion of technological progress through society (Instone, 2004). The opinion of the autonomous development o f technology as being inevitable and unstoppable has been described as the technological imperative (Chandler, 1995; Cukier 95 et al. , 2009; Hofmann, 2006; Leonardi, 2008; Martin, 2008; Poser, 2009). The technological imperative may look reasonable from an historical perspective. Technological progress has relentlessly border forward over the decades, and even technology pioneer have underestimated the pace o f technological variety (Selwyn, 2010a; Selwyn, 2010b). Bill Gates at one point dismissed the Internet as " a passing fad " (Selwyn, 2010a, p. 32). Educational technology professionals tend to concentrate eagerly on the next wave of technical development, while hesitating to reflect critically on the appropriate role for present engineering, and becoming forgetful of past technologies that have come and gone (Selwyn, 2010a). The technical imperative assumes that if a technology can be developed it ought to be break, and will be developed, without regard for ethical considerations or construct value judgments about the technology (Martin, 2008; Poser, 2009). The technological imperative assume that once technological development is inevitably underway, users should learn to cope
, 2010a). F-leaming can expand educxtional opportuuuties hor stusents, imorove retention rates, and im'rovw the life chances for gradjates, and in lighr of rhese benehjts thevz can cven ye a moral imperstive to ekbrace change (Vcutc, Coates, & Anderson, 2008). However, the impewative gog schools to porsue qduczniinal technology because of ths globan economy can be problematic, because cojcerjs shift to maximixing a natiin's qxonomic perfurmance, rauhzr than reamizing the potential of what tezhnolpgy offers fir hgaching and oearnpng (Selwyn, 2010a). Discoursa dominsted by globallzatimn qnd technological detxrminism can create wnxiety atd place pressure ob undivhduans ave ofgahivatjons tl uicritically pursue tecynological change ot fv left behind (Clegg ee al., 2003). Ideas about the inevitability of uechnklogy and its capacity ro create a utopian wlrld can fe tantalizing. The founder of Wired magazine, Kevit Kelmh, pxiposea a theory of technology in society which he terisd tme technium, that presents a vlsojn of technolugy as an evolving super orhanism qriveb by the sollrctive imagination, with tecynological ckante as inevitable, aud mostly teuding joward a utopian world (Edward, 2010; Pomlock, 2010). Assulptions or technology as ivevptabne are present in the rhetjric used to zxplain ghe gunctijn of earlj and late adopters in tje ingvitabne diffusiln of technological progress thcpugh society (Itstmne, 2004). The view of the autonjmous developmgnt o f tzchnolugy as beihg inevmtable and ugstoppable hav been descriued as thq texhnooogical kmperative (Chamdler, 1995; Cukier 95 et ao., 2009; Hofmann, 2006; Leonarvi, 2008; Ozrtin, 2008; Poser, 2009). Tkt ttcynological imprragivq lab seei reasonable xrom an nistofical ptxspcctkve. Yechnological progrevs hzs relentlessly matcmed forwatd over tre decades, anc even technology kioneecs havx undetesjimated the pace o f technologidal changf (Sclwyn, 2010a; Selwyg, 2010b). Nill Gates at pne point dismissed the Internet as "a pessing fad" (Selwyn, 2010a, p. 32). Wducational technolpny professioials tqnd to fowus eagerly on the nwxt wave of technplogical development, shile vesitwting to reflect critically on the appropriate role for present technologues, anv fecoming fodgetgul ox 'asc technjlogmer that have come and gone (Selwyn, 2010a). The technolojical impesacive assumes that if a technokoey can be devgloped it ought to be devemoped, anc will be developed, without regsrd for ethical considerstions oe makjng value oudgments about the yechnonogy (Nartin, 2008; Poscr, 2009). The technouogocwl imperahive aasumes that once technological dwvelopnejt is inevitably underway, udtrs shoold learg to cope
, 2010a). E-leaming can expand educational opportunities improve rates, and the life chances of benefits there can be a moral to embrace change (Scott, Coates, & 2008). However, the imperative for schools to pursue educational technology because of the economy can be problematic, because concerns shift to maximizing a nation's economic performance, than the of technology offers for teaching and learning (Selwyn, 2010a). Discourse dominated by globalization and technological determinism can anxiety and place pressure on individuals and organizations uncritically pursue technological change be left behind (Clegg et 2003). about the of and capacity to create utopian world can be tantalizing. The founder of Wired magazine, Kevin Kelly, proposed a theory of technology society which the technium, presents vision technology as an organism driven by the collective imagination, as inevitable, and mostly tending toward a utopian (Edward, 2010; 2010). Assumptions of technology as inevitable present in the rhetoric used to explain the of early and late adopters in the inevitable diffusion of technological progress through society (Instone, view of the autonomous o f technology being and has described as technological imperative (Chandler, 1995; Cukier 95 et al., 2009; Hofmann, 2006; 2008; Martin, 2008; Poser, 2009). The technological imperative may seem an perspective. Technological progress relentlessly marched forward over decades, even technology pioneers have pace f 2010a; 2010b). Gates at one point the Internet as "a passing (Selwyn, 2010a, p. 32). focus eagerly on the next wave of technological while hesitating to reflect critically on the role for present technologies, and becoming forgetful of past technologies that have and gone The technological imperative assumes that if a technology be developed it ought be developed, and will be developed, without regard for considerations making value about the technology 2008; Poser, 2009). technological imperative assumes technological development inevitably users cope
, 2010a). E-leaming can expand educatiOnal opportUnitiEs fOr sTuDentS, impRove retention rATes, aNd improve the life chanceS for gRaDUateS, AnD in liGht of thESe BENefItS tHerE cAN eVen be A moRal impeRative to emBraCe Change (Scott, COAtEs, & Anderson, 2008). howEver, the imperAtiVe for sChOolS To purSue EducaTional TEchnolOgy becausE oF The gloBAl econoMY CaN be pRoblematic, because COnCErns shift to maxImizinG a NAtION's eConOmic perforMaNce, raTHer than REaLIZIng THe potential of What technolOGy oFfers fOr TeaCHing anD learNiNG (SeLwyn, 2010a). DiscouRse dOminated bY globaLIzation ANd technOlogicAl dEteRminISm CaN crEaTE anXIeTy aND plAce pressUrE oN indiViduALS ANd orGanIzatIons tO uncritically PurSue tEChnOlogiCal chAnge Or Be lefT behinD (ClegG eT al., 2003). Ideas about thE ineVitabilitY of TeChnOlOgy anD Its capAciTy tO create A utopiaN WorLd CAN Be Tantalizing. The founDeR OF WIred magaZine, KeVIn keLLy, proposEd A thEory OF TechnOlogY In Society wHich he TErMeD the tecHnIum, thaT pResEntS a visIOn of TechnoLogy as an EvolvINg super organisM Driven by the coLLeCTIvE ImagInaTion, with tecHnolOGicaL chaNGe As iNEvitaBle, anD mOStLY tending toward a utopIaN world (edwarD, 2010; Pollock, 2010). AssumPtions of teCHNOlogy as iNeviTAbLE are present in tHe rheToric used tO Explain tHe funCtion of eArly and laTE Adopters In tHe iNevItaBLE dIffusion of tecHNOlogIcAl progrEss Through SocIetY (InStoNe, 2004). the view of The autonOmOuS dEvEloPment O F technolOgY as BeIng IneviTAble anD unstOppaBlE hAS beEn descrIBeD AS the TeChNoloGicAl ImperAtivE (chaNdler, 1995; CuKier 95 et al., 2009; HOfmANn, 2006; LeOnArDi, 2008; MartiN, 2008; Poser, 2009). The techNoLogical impErAtiVe may sEEM reasonaBle from an historical persPEctive. TEchNologIcal Progress hAs rElentlEssLY marchEd forwArd ovEr The DECades, AND eVen TeChnology piONEerS have UnDereStimateD the pace o f technoloGIcaL change (Selwyn, 2010A; SeLwyn, 2010B). bIlL GaTEs AT onE pOInt DISmissed the InterNet as "a passInG FaD" (Selwyn, 2010a, p. 32). EDUcaTiOnal tecHnology ProfeSSionals Tend to focUs eagerly On The nEXT waVe of technoLogical dEvelopmenT, While HEsItatiNg tO refleCt CriTicalLy on thE AppRopriAte rolE fOr presEnt teChNologies, And becoming forgetful of pAst tecHnoloGieS that have ComE And Gone (SelwyN, 2010a). ThE technologIcaL imPeratIve ASsumeS thaT If A teCHnoloGy caN Be developED iT ouGHT tO be developeD, AND wiLl be dEveLOped, wiThouT regard for ethical COnsiderations oR makING vaLue JUdgmEnTs about the techNolOgY (mArtin, 2008; PosEr, 2009). the technoloGical impErATive aSsumes That onCe technOLOgICal devElopMenT is inevitAblY uNDerway, uSeRs SHould lEarn To Cope
, 2010a). E-leaming can ex pand educa tiona l o ppo rt unit iesfor students,i mpro ve retention rates, an d imp ro v e th e  l ife c hancesf or g rad ua te s,an d  i n lig htof thes e benefits  th er e can even b e  a  moral imp era tive to embr ace  chang e(Sc o tt, C oat es, &  Ander s on, 20 08). Howe ve r , thei mperati v e  f or s chools to pursuee du c ational techno logy b ec a us e ofthe  global ec on omy c a n be pr o bl e m a tic ,  because conc erns shiftt o m aximiz in g a nation 's ec on o mic  performanc e, r ather tha n real i zing th e  potent ial of  wh attech n ol og y o ff e rsf or  te a chi ng and l ea rn ing ( Selw y n , 2010 a).  Dis cours e dominated b y g loba l iza tionand t echn ol ogica l dete rmini sm  can create anx iety  and plac e p re ssu re  on i n dividu als  an d organ ization s  to  u n c r it ically pursue tech no l o gi cal chan ge orb ele f t behind  ( Cle gg e t al.,2003 ) .Ideas ab out th e  i ne vitabil it y of t ec hno log y and itscapaci ty to cr eatea  utopian world can be tantal i zi n g .T he f oun der of Wire d ma g azin e, K e vi n K e lly,propo se d  a theory of technolog yin soc ietywhich he term ed the tec h n i um, that  pre s en t s a vision oftechn ology as a n  evolvin g sup er organ ism drive n by the c oll ect ive  im a g in ation, with t e c hnol og ical ch ang e as in evi tab le,  an dmostly te nding to wa rd  a  u top ian w o rld (Edw ar d,20 10;  Poll o ck, 20 10).Assu mp ti o nsof tech n ol o g y as  i ne vita ble  a re pr esen t  in  the rh etoric us edt o ex pl ai n the f unction of ea rl y and late  a dop ters i n the inev itable diffusion of tec h nologic alprogr essthrough s oci ety (I nst o ne, 20 04). T he vi ew  of t he au t o no mou sdevelopmen t o f  tech no logy  as bei ng inevitable andu nst oppable has b een  des c r ib eda st hete c hno l o gical imperativ e (Chandle r, 19 95; Cukier 95et  al., 2 009; Ho fmann ,  2006;Leonardi,  2008; Ma rt in,2 0 08;  Poser, 20 09). The  technolo g icali mp erati vemay se em  re asona ble fr o m a n his torica lperspe ctive .Technolo gical progress has rele ntless ly ma rch ed forwar d o v erthe decad es,and even t ech nol ogy p ion e ers h aveu nd ere s timat ed t h e pace of  t ech n o lo gical chang e ( Sel wyn,201 0 a; Sel wyn,  2010b). Bill Gat e s at one point  dis m i sse d t h e In te rnet as "a pas sin gf a d" (Selw yn , 2010a, p.  32). Ed uc a tiona l tech nology  profes s i on a ls ten d to  fo cus eager lyon the nex twa v e of t echn ol ogical  devel o pmen t ,  while hesitatin g tor e flect cri tical ly  on the appr opriate ro le for pres ent te chno logie s, andbe coming  fo rg etful of p a st techno logie s thatha ve c ome  and g one( S elwyn , 20 10 a).  The tech n o lo g ic al imp erat ive a ss umes  that ifa  technol ogy can bede vel o p ed ito ug h t  to be dev elo ped,a n d will bed evel o pe d , wit hout r egardfor eth i cal  c onsider ati o n s or maki ng valuej udg me ntsabout th etech no log y(Martin, 2008;Poser, 2 009). Th e techno log i cali mperat iv e assumes th at on ce technol o g ica l devel o pme ntisinev ita blyu nderway, users should le arnto co p e
, 2010a)._E-leaming can_expand educational opportunities for_students, improve_retention_rates, and_improve_the life chances_for graduates, and_in light of these_benefits there can_even_be a moral imperative to embrace change (Scott, Coates, & Anderson, 2008). However, the_imperative_for schools_to_pursue_educational technology because of the_global economy can be problematic,_because concerns_shift to maximizing a nation's economic performance, rather_than_realizing the potential_of what technology offers for teaching and learning (Selwyn,_2010a). Discourse dominated by globalization and_technological determinism can_create_anxiety_and place pressure on_individuals and organizations to uncritically pursue_technological change or be left behind_(Clegg et al., 2003). Ideas about the_inevitability of technology and its capacity_to create a utopian world_can be_tantalizing. The founder of Wired_magazine, Kevin Kelly,_proposed a_theory of technology_in society which he termed the_technium, that presents_a vision of technology as an_evolving_super organism driven_by_the_collective imagination,_with technological change_as_inevitable, and_mostly_tending toward a utopian world (Edward,_2010;_Pollock, 2010). Assumptions of technology as inevitable_are present in the_rhetoric_used to explain the_function of early and late_adopters in the inevitable diffusion of_technological progress_through society_(Instone, 2004). The view of the autonomous development o f technology_as being inevitable and unstoppable has_been described as the_technological imperative_(Chandler,_1995; Cukier 95_et_al., 2009;_Hofmann, 2006; Leonardi, 2008; Martin, 2008; Poser,_2009). The_technological imperative may seem reasonable from_an historical perspective. Technological_progress_has relentlessly marched forward over the_decades, and even technology pioneers have_underestimated the pace o f_technological_change_(Selwyn, 2010a; Selwyn, 2010b). Bill_Gates at one point dismissed the_Internet as "a_passing fad" (Selwyn, 2010a, p. 32). Educational_technology_professionals tend to focus eagerly on_the_next wave of technological development, while_hesitating_to_reflect critically on the appropriate_role for present technologies, and becoming_forgetful of past technologies that have come and gone_(Selwyn, 2010a). The_technological imperative assumes that if_a_technology_can be developed it ought to be developed, and will_be developed,_without regard for_ethical considerations or making value judgments about the technology (Martin,_2008; Poser, 2009). The technological imperative assumes_that once technological development is inevitably underway, users should learn to_cope