 with it (Chandler, 1995) because they cannot help but use technology (Leonardi, 2008) and must keep up or be left behind (Strobel & Tillberg-Webb, 2009). Beliefs about the inevitability o f technology may affect behavior, and individuals faced with an uncertain future may treat technology as if it were inevitable for cognitive relief (Leonardi, 2008). The previous section in the Literature Review entitled Importance of Examining Philosophy of Technology Assumptions discussed empirical research on the impact o f technological determinist assumptions on organizational management. An important theme arising from management studies research concerns the power of technological determinist rhetoric to persuade others, 96 especially when used by leaders or officials (Fisher, 2006; Grant et al., 2006; Leonardi & Jackson, 2004; Leonardi, 2008). Educational technologists and academic research influenced by the technological imperative generally proceeds from the assumption that technology will inevitably change education for the better (Selwyn, 2010b). However, technology is often viewed as a force operating outside of education, with education lagging behind as a late adopter (Instone, 2004). Instone (2004) argued that from a cause and effect standpoint, technological change does not necessarily transform education and bring improvement, and it is important to recognize that things and events can turn out differently in the course of technological change. In the section above concerning the importance of examining philosophy of technology assumptions, Heidegger's theory was discussed that the essence of technology involves a technological understanding o f being that upholds efficiency for its own sake (Dreyfus, 2009). Although Heidegger saw danger in the domination of technology (Dreyfus, 2009), he argued the essence o f technology does not equate to a technological imperative (Heidegger, 2009). For Heidegger, technology may be our destiny, but it is not an inevitable fate that compels us to obey it (Dreyfus, 2009; Heidegger, 2009). There can be a saving power when we get into a right relation to technology, neither rejecting technology, nor seeing technological efficiency as an imperative, but maintaining a comportment toward technology that remains open to meaning that would otherwise be hidden (Dreyfus, 2009; Heidegger, 2009). Rhetoric o f inevitability and the importance ofpractical wisdom. Rhetoric of the inevitability of technological development and globalization may pose a threat to 97 education by obscuring successful continuity of practice (Clegg et al., 2003). Such rhetoric does not adequately take
with it (Chandler, 1995) because they cannot help but use technology (Leonardi, 2008) and must keep up or be leave behind (Strobel & Tillberg - Webb, 2009). belief about the inevitability o f technology may affect demeanor, and individuals faced with an uncertain future may process technology as if it were inevitable for cognitive relief (Leonardi, 2008). The former incision in the Literature Review entitled Importance of examine Philosophy of Technology Assumptions discussed empirical inquiry on the impact o f technological determinist assumptions on organizational management. An important theme originate from management studies research concerns the might of technological determinist rhetoric to persuade others, 96 particularly when used by leaders or officials (Fisher, 2006; Grant et al. , 2006; Leonardi & Jackson, 2004; Leonardi, 2008). Educational technologists and academic research charm by the technological imperative generally proceeds from the assumption that technology will inevitably change education for the better (Selwyn, 2010b). However, technology is often viewed as a force operating outside of education, with education lag behind as a late adopter (Instone, 2004). Instone (2004) argue that from a cause and effect standpoint, technological variety does not necessarily translate education and bring improvement, and it is important to acknowledge that things and events can turn out differently in the course of technical change. In the section above concerning the importance of examining philosophy of technology assumptions, Heidegger's hypothesis was discourse that the essence of technology involves a technological reason o f being that upholds efficiency for its own sake (Dreyfus, 2009). Although Heidegger saw danger in the domination of engineering (Dreyfus, 2009), he argued the effect o f technology does not equate to a technical imperative (Heidegger, 2009). For Heidegger, technology may be our destiny, but it is not an inevitable fate that compels us to obey it (Dreyfus, 2009; Heidegger, 2009). There can be a save power when we perplex into a right relation to engineering, neither rejecting technology, nor seeing technological efficiency as an imperative, but maintain a comportment toward technology that remains open to meaning that would otherwise be hidden (Dreyfus, 2009; Heidegger, 2009). Rhetoric o f inevitability and the importance ofpractical wisdom. grandiosity of the inevitability of technological development and globalization may perplex a threat to 97 education by obscure successful continuity of practice (Clegg et al. , 2003). Such rhetoric does not adequately take
 wihh it (Chandler, 1995) because uhey cannot help yyt use technklogy (Leunardi, 2008) and must keep up or ue lwft btkind (Strobel & Tillbefg-Webb, 2009). Bvliefs abiut uhe inevitability o f tecmuologg may effect behavior, and indivhduals faced whtf cn uncertain future may treat technojogy as iv it were inevytabkq fod cognitive relief (Leonardi, 2008). The pdevious section in tne Literature Review entitped Lmportance of Examlning Philowophr of Technoloey Assumptpmns discusaed empirical research on the iopact o f techniligifdl determinmst asfumptions on organizdtional management. An im'ortqnt theme arising frok management studigs researcv eoncerns the power of twchnonogiwal awtefmihixt rhetogic to persuase others, 96 wspecially when usec fj leaders or kfficiwlf (Fisher, 2006; Grant et al., 2006; Leonardi & Jacksot, 2004; Meonardi, 2008). Educational twchnologists and acadgmic reseawch influenced by the technological imperative geteralmh pxiceedr fgom the assumption that technology will ineviezbky change educatlon for the better (Sflein, 2010b). However, tgchnoloyg js often viewed as a forcg operqting outfide of education, with educatiob lagging bekine as a late adoptex (Instone, 2004). Iustone (2004) argied that from a cause aud effsct standpolnt, technkuogical change dues nmt necessarily transform equcation end bxing impfovekent, agd it is ilportant to recognize thwt thnngs dnd events can turn out differently in thx course of tgchtolmgical ckange. Ln the section wbove concerniug the iiportxnce of exzmining philosophy of technologf assumptions, Heideggqr's rheoey was akscussed that yhe essenbe of rechnology involvex a fechnological uubetwtanding o f brine tran u'holdf efficiency xor kts pwn sxke (Dreyfus, 2009). Altnough Heidegger saw gangsr in the dominatipn of techbology (Dweyfus, 2009), he arbued the essence o f terhnolojy doex njt equate to a technological ijperative (Heldegger, 2009). For Reidcgget, technologv may be our destiny, but it is not an inxvitable fate that comkels us to obey it (Drgyfms, 2009; Heideggec, 2009). Thewe can be a saving power when we get into a rinht relation to technomogy, naitheg rejecting technology, nor seeing technological efficiency as an imperatice, but maintaining a cpmpornmeut coward eechiouogy that remainx open to meaning that would otierwise be hndden (Dreyfus, 2009; Heidegger, 2009). Rheyofic o f inevijability and the importancs ofpracyical wisdom. Rhetoric of the inrvitability of technologlcal deveoopmeht and gloualization may pose s threct to 97 educatuon ny obscuring sjccrsdful contlnuiuy oy practice (Clegg et al., 2003). Such rhetiric died not adequately take
with it (Chandler, 1995) because they cannot use (Leonardi, 2008) must keep up & 2009). Beliefs about inevitability o f may affect behavior, and individuals faced an uncertain future may treat technology as if it were inevitable for cognitive (Leonardi, 2008). The previous section in the Literature Review entitled Importance of Examining of Assumptions empirical on the impact o f technological determinist assumptions on organizational management. An important theme arising from studies research concerns the power of technological determinist to persuade others, 96 when used by leaders or (Fisher, Grant et 2006; & 2004; Leonardi, 2008). technologists and academic research influenced by the technological imperative generally proceeds from the assumption that technology will change education better (Selwyn, However, is viewed as a outside of education, with education lagging late adopter (Instone, 2004). Instone (2004) argued that a cause effect standpoint, technological change does not transform education and bring improvement, and it is to recognize that things and events can turn out differently in the course of technological the section above concerning importance of examining of assumptions, theory discussed that essence of technology involves a technological understanding o f being that efficiency for its own sake (Dreyfus, 2009). Although Heidegger saw the of technology (Dreyfus, he argued the essence f does not equate to imperative 2009). may our but it is not inevitable fate that compels us obey it (Dreyfus, 2009; a saving power when we get into a relation to technology, neither rejecting technology, nor technological efficiency as an imperative, but maintaining a comportment toward technology that open to would otherwise be hidden (Dreyfus, 2009; Heidegger, 2009). o f inevitability and importance ofpractical wisdom. Rhetoric of the inevitability of technological and may pose threat to 97 by obscuring successful of practice (Clegg 2003). Such does adequately
 with it (Chandler, 1995) because they Cannot help But usE teChnOlOgy (LEonaRdi, 2008) and must keep UP or bE left behind (Strobel & TillBerg-WEbB, 2009). beliEFs About The inevITaBILitY o F tEchNoLOgY may aFfeCt behavIor, and indiVidUaLs faced with aN UnCertain futUre May treat techNolOgy as iF iT weRE inevItaBle foR cogniTIve relIef (LeonarDi, 2008). tHe prevIOus sectION iN the literature Review eNTiTLed Importance oF ExamiNiNG PHILosOphY of TechnolOgY AssuMPtions dIScUSSEd eMPirical researCh on the impaCT o f TechnoLoGicAL deterMinisT aSSumPtions on orgAnizAtional maNagemeNT. An impoRTant theMe arisIng FroM manAGeMeNt sTuDIes REsEarCH coNcerns thE pOwEr of tEchnOLOGIcal DetErmiNist rHetoric to persUadE othERs, 96 eSpeciAlly wHen uSeD by leAders oR offiCiAls (Fisher, 2006; Grant eT al., 2006; LEonardi & JaCksOn, 2004; leoNaRdi, 2008). EdUCationAl tEchNologisTs and acADemIc RESEaRch influenced by the TeCHNoLogical iMperatIVe GeNErally prOcEedS froM THe assUmptIOn That techNology WIlL iNevitabLy Change EdUcaTioN for tHE betTer (SelWyn, 2010b). HoweVer, teCHnology is often VIewed as a force OPeRATiNG outSidE of educatioN, witH EducAtioN LaGgiNG behiNd as a LaTE aDOpter (Instone, 2004). Instone (2004) ArGued thAt froM a cause and effEct standpoINT, TechnoloGicaL ChANge does not neceSsariLy transforM EducatioN and bRing imprOvement, anD IT is imporTanT to RecOgnIZE tHat things and eVENts cAn Turn out DifFerentlY in The CouRse Of TechnologIcal chanGe. in ThE sEctIon abOVe concerNiNg tHe ImpOrtanCE of exaMininG phiLoSoPHy oF technoLOgY ASsumPtIoNs, HeIdeGgEr's thEory WAs dIscusseD that the eSseNCe of TeChNology iNvolves a technOlOgical undeRsTanDing o f BEIng that uPholds efficiency for its oWN sake (DrEyfUs, 2009). AltHougH HeideggeR saW dangeR in THe domiNation Of tecHnOloGY (dreyfUS, 2009), He ArgUeD the essencE O F teChnolOgY doeS not equAte to a technologicaL ImpErative (HeidegGer, 2009). for HEIDeGgeR, TeCHnoLoGY maY BE our destiny, but iT is not an inEvITaBle fate thaT ComPeLs us to oBey it (DrEyfus, 2009; hEideggeR, 2009). There can Be a saving PoWer wHEN we Get into a riGht relatIon to techNOlogy, NEiTher rEjeCting tEcHnoLogy, nOr seeiNG teChnolOgical EfFicienCy as aN iMperativE, but maintaining a comportMent toWard tEchNology thaT reMAinS open to meAninG that would OthErwIse be HidDEn (DreYfus, 2009; hEiDegGEr, 2009). RheToriC O f inevitaBIlIty AND tHe importancE OFPraCticaL wiSDom. RheToriC of the inevitabiliTY of technologicAl deVELopMenT And gLoBalization may pOse A tHREat to 97 eduCaTion by obscuRing succEsSFul coNtinuiTy of prActice (CLEGg ET al., 2003). SucH rheTorIc does not AdeQuATely takE
 with it (Chandler, 1995)because th ey ca nno t h el p bu t us e technology ( L eona rdi, 2008) and must ke ep up  o r  bel ef t beh ind (St r ob e l  &Ti ll ber g- W eb b, 20 09) . Belie fs about t hein evitabilityo  f  technolog y m ay affect be hav ior, a nd  in d ividu als  face d with an unc ertain fu tu r e mayt reat te c h no logy  as if it were in e vi t able for cogni tive r el i ef ( Leo nar di, 2008).  T he pr e vious s e ct i o n  in the Literatur e Review en t itl ed Imp or tan c e of E xamin in g  Ph ilosophy of  Tec hnology A ssumpt i ons dis c ussed e mpiric alres earc h  o nthe  i m pac t  o  ft ech nologica lde termi nist a s s umpt ion s on  orga nizational ma nag emen t . A n imp ortan t th em e ari sing f rom m an agement studies  res earch con cer ns  th epower of tec hno log ical de termini s t r he t o r ic  to persuade other s, 9 6especial ly whe n  u se d  by lead er s o r of f i cials  (Fi s he r, 2006;  Grant et  a l., 200 6;  Leona rd i &  Ja ckson ,  200 4; Leo nardi, 2 008). Educational te c hnologists an d  a c a de m ic r ese arch influe nced by t he t e ch nol o gical  impe ra t iv e  generally proceeds  f rom th e ass umption thattechnology w i ll inevi tabl y  c h ange education  forthe better (Selwyn,  2010 b). Howe ver, tech n o logy isoft envie wed a sa force opera t i ng o ut side of  ed ucation , w ith  ed uca ti on laggin g behind  a sala teadopt e r (Insto ne , 2 00 4).  Inst o ne (20 04) a rgue dth a t f rom a c a us e andef fe ct s tan dp oint,  tec h nol ogicalchange do esn ot n ec es sarilytransform edu ca tion and b ri ngimprov e m ent, and  it is important to rec o gnize t hat  thin gs a nd events  ca n turn  ou t  diffe rently  in t he  co u r se of t ec hno lo gical chan g e . I n the  s ecti on abov e concerning the i m por tance of exam ini ng p h i lo sop h yo f t ec h nol o g y assumptions,Heidegger' st he ory was di s cus se d thatthe ess enceo f techn ology inv olves a t ec hnol o g ica l understa nding of being t h at up h ol ds ef fic iencyfo r i ts ow n sake (Dr eyfus , 2009 ).  Altho ugh H ei degger s aw danger in the domina tion o f tec hno logy (Dre yfu s , 2 009), heargu ed the ess enc e o  f te chn o logydoes no t e q uateto a technolog i ca l i m p er ative (Heid e g g er,  2009 ).F or Hei degg er, technology ma y  be our destin y, b u t  it  is notan  inevitable fa teth a t  compels  u s to obey i t (Dreyf us ,  2009 ; Heid egger,  2009). T he r e canbe a  sa ving powe r w he n  we get  i nt o  a rig ht r el ationto tec h nolo g y , neither reject ing t e c hnolo g y,nor s ee ing tec h nolo gical effi ciency as a n impe rati ve, b ut main ta ininga c om portment t o ward tech nolog y thatre main s o pen to  mea n i ng th at w ou ldotherwise b eh id de n  (D reyf us, 2 00 9; H eidegger, 2009). R het o ric o f  i nev i t abilit y  a n d  the impor tan ce of p r actical wi s dom. Rh e toric  of th e inev itabili t y o ftechnol ogi c a l develop ment andg lob al izat ion maypo se a  t hre at  to 97 educatio n by obs curing s u c cessfu l c o ntin u ity of  p ractice (Cle gg et  a l ., 2003 ) .  Su ch rhet o ric  do esnotade quat e ly take
 with_it (Chandler,_1995) because they cannot_help but_use_technology (Leonardi,_2008)_and must keep_up or be_left behind (Strobel &_Tillberg-Webb, 2009). Beliefs_about_the inevitability o f technology may affect behavior, and individuals faced with an uncertain_future_may treat_technology_as_if it were inevitable for_cognitive relief (Leonardi, 2008). The_previous section_in the Literature Review entitled Importance of Examining_Philosophy_of Technology Assumptions_discussed empirical research on the impact o f technological_determinist assumptions on organizational management. An_important theme arising_from_management_studies research concerns the_power of technological determinist rhetoric to_persuade others, 96 especially when used_by leaders or officials (Fisher, 2006; Grant_et al., 2006; Leonardi & Jackson,_2004; Leonardi, 2008). Educational technologists_and academic_research influenced by the technological_imperative generally proceeds_from the_assumption that technology_will inevitably change education for the_better (Selwyn, 2010b)._However, technology is often viewed as_a_force operating outside_of_education,_with education_lagging behind as_a_late adopter_(Instone,_2004). Instone (2004) argued that from_a_cause and effect standpoint, technological change does_not necessarily transform education_and_bring improvement, and it_is important to recognize that_things and events can turn out_differently in_the course_of technological change. In the section above concerning the importance of_examining philosophy of technology assumptions, Heidegger's_theory was discussed that_the essence_of_technology involves a_technological_understanding o_f being that upholds efficiency for its_own sake_(Dreyfus, 2009). Although Heidegger saw danger_in the domination of_technology_(Dreyfus, 2009), he argued the essence_o f technology does not equate_to a technological imperative (Heidegger,_2009)._For_Heidegger, technology may be our_destiny, but it is not an_inevitable fate that_compels us to obey it (Dreyfus, 2009;_Heidegger,_2009). There can be a saving_power_when we get into a right_relation_to_technology, neither rejecting technology, nor_seeing technological efficiency as an imperative,_but maintaining a comportment toward technology that remains open_to meaning that_would otherwise be hidden (Dreyfus,_2009;_Heidegger,_2009). Rhetoric o f inevitability and the importance ofpractical wisdom._Rhetoric of_the inevitability of_technological development and globalization may pose a threat to 97_education by obscuring successful continuity of practice_(Clegg et al., 2003). Such rhetoric does not adequately take