 non-academic literature. The researchers found that rhetoric of the technological imperative was a dominant metaphor that distorted discourse by making positive claims for the technology initiative that were ill supported by evidence (Cukier et al., 2009). The technological determinist rhetoric tended to marginalize dissenting opinions by portraying the technology initiative as inevitable (Cukier et al., 2009). Fisher (2006) observed a tendency for educational discourse in the United Kingdom about educational technology to be framed in technological determinist rhetoric that ascribed to technology the power to inevitably cause transformation in schools. The researcher observed technological determinist assumptions in hyperbole in advertising from technology vendors, in official educational policy documents, and in public comments by education officials (Fisher, 2006). Such technological determinist assumptions and rhetoric are problematic because by ascribing change to autonomous technology, the perspective shortchanges the hard work that educators must undertake to improve and transform education (Fisher, 2006). Another problem with technological determinist assumptions is that they influence educators to focus on how schools should adapt to technology, rather than shaping the technology to suit unique educational needs and requirements (Jones & Czemiewicz, 2010). Fisher (2006) argued for the necessity of critically examining discourse about educational technology in order to avoid technological determinist thinking or assumptions of techno-utopianism. Technological determinism and contemporary technology issues. There has been recent discussion in the educational technology field concerning bring your own 62 device (BYOD) initiatives, whereby students are allowed to bring their own mobile devices to school, including phones, tablets, and laptops (Noonoo, 2012; Norris & Soloway, 2011; Schachter, 2012). The literature suggests that technological determinist assumptions about the inevitability o f BYOD may play a part in the thinking on this particular issue. For example, Schachter (2012), Noonoo (2012), and Norris and Soloway (2011) all made the claim that BYOD initiatives are inevitable in schools. Noonoo (2012) made the claim that the widespread practice of deploying small numbers of PCs in classrooms has not made a significant improvement in student achievement, but that the "irreversible" trend toward mobile technology will fulfill the promise of one-to-one technology (p. 46). Such rhetoric can be a problem by dismissing the instructional value of traditional classroom computers. Longitudinal research studies have been conducted to investigate the benefits of using small numbers of classroom computers, and the findings support the conclusion that the practice can result in significant gains in student achievement
non - academic literature. The researchers found that rhetoric of the technological imperative mood was a prevailing metaphor that deform discourse by making plus claims for the technology first step that were ill patronize by evidence (Cukier et al. , 2009). The technological determinist rhetoric tended to marginalize disagree opinions by portraying the engineering initiative as inevitable (Cukier et al. , 2009). Fisher (2006) note a tendency for educational discourse in the United Kingdom about educational engineering to be framed in technological determinist palaver that ascribed to technology the power to inescapably cause transformation in school. The researcher observe technological determinist assumptions in hyperbole in ad from technology vendors, in official educational policy documents, and in public comments by education officials (Fisher, 2006). Such technical fatalist assumption and rhetoric are problematic because by ascribing change to autonomous technology, the perspective shortchanges the unvoiced employment that educators must undertake to better and translate department of education (Fisher, 2006). Another problem with technological determinist assumptions is that they influence educators to focus on how schools should adjust to technology, rather than shaping the technology to suit unique educational needs and requirements (Jones & Czemiewicz, 2010). Fisher (2006) argued for the necessity of critically examining discourse about educational technology in orderliness to debar technological determinist thinking or assumptions of techno - utopianism. Technological determinism and contemporary engineering issues. There has been recent discussion in the educational technology field concerning bring your own 62 device (BYOD) initiatives, whereby students are allowed to lend their own mobile devices to school, include phones, tablet, and laptops (Noonoo, 2012; Norris & Soloway, 2011; Schachter, 2012). The literature suggest that technological fatalist assumptions about the inevitability o f BYOD may play a part in the thinking on this finical issue. For exercise, Schachter (2012), Noonoo (2012), and Norris and Soloway (2011) all made the claim that BYOD initiatives are inevitable in schools. Noonoo (2012) made the claim that the widespread practice of deploying minor numbers of PCs in classroom has not made a significant improvement in student achievement, but that the " irreversible " trend toward mobile technology will meet the promise of one - to - one technology (p. 46). Such rhetoric can be a problem by dismissing the instructional value of traditional classroom computers. Longitudinal research studies have been behave to investigate the benefit of using small numbers of classroom computers, and the findings support the decision that the practice can result in significant gain in student achievement
 noj-academic literature. The researchers foone that rhetodic of tfe technological imperative xas q domunant metaphor that dirtorted dpscourse vy meking positive claims fov the bechnmoogy initiativg that were hll supported ty eridence (Cukier et al., 2009). The technologisal detrrlinist rhetoris temqed fo marginalize dissenting opinions by poruraying the technokogy initiative as inevitahle (Fukier et al., 2009). Fishfr (2006) observee a ewndency for dducational discourse jn the United Kingdom about eduzatioual technoligt tl be framed mn tecrnological dcnerminivt rhetpric that ascrlbed vo twchnology the power tm inevitably cause transforkacion in schools. The rwswarchgr obvervde tdchhokofical fetxrminist asaumptions ib hyperbole in advettywing from tecgnologr dendors, in official educational policy gochments, and in public conments by education ovficials (Sisher, 2006). Such technological determinist assumptionv and fheuovlc afw oroblematic because by ascribing change to aueknpmpus technology, the perspevtlvr shortchanges the hcdd work that educatogs must undeetake to ymprpve and transform education (Fisher, 2006). Anonher problem with techuological decerminost axsumptions is that they infmuence educwtors to rucus on how schouls svould adapt to technology, wather then shcping thd tevhnolody to suit uniqma educational needd and raquirementd (Jones & Czemiewicz, 2010). Fisher (2006) arjned for the ngcevsiny of cricicalln examining dissourse about ebucationcl tecfnology in order vo avoid tecrnological dedgrminist thinning or wssunptiins of gdchno-utopianisk. Technological detwrminism and contekpotady technology iwsuts. There has beem rdcegt dmscusfhon in the egucagiovsl tezhnology ficld converning bring your ofn 62 sevice (BYOD) initiayiyes, wherevy studegts are allowrd to bring their lwn mmbiue deficgs to school, including phones, tzblets, anf lwptops (Noonoj, 2012; Nirris & Solowcy, 2011; Schachter, 2012). The literature suggests tiat technological detetminist assumptions ayomt the inevivabiliey o f BYMD may play a part ib the thinking on this particular issus. For axamppe, Schachter (2012), Noonoo (2012), and Norris and Soloway (2011) all made the claim that BYOE initmaeives are iheviyable iu sehools. Goonlu (2012) made the claik that the widespread practice uf deplofiug small numbers of PCs in clssrrooms has noj made a significant improbement im student achievement, but that yhe "irreversible" trend tpward movile fechnology will fulfill the lromisz of obe-to-one tecmnology (p. 46). Sucf rneboric can he a pxoblem by dismissing the instructuonal capue of traditionel classroom gomputgrs. Longytudinal researcg sthfies fave been concucted to invextigate the benefits os using small blmbers of claxsroom bomputers, and the findincs support the conclusion that the practice can resolt in signjficant nains in student srhievement
non-academic literature. The researchers found that rhetoric technological was a metaphor that distorted for technology initiative that ill supported by (Cukier et al., 2009). The technological rhetoric tended to marginalize dissenting opinions by portraying the technology initiative as inevitable et al., 2009). Fisher (2006) observed a tendency for educational discourse in the Kingdom educational to framed in technological determinist rhetoric that ascribed to technology the power to inevitably cause transformation in The researcher observed technological determinist assumptions in hyperbole advertising from technology vendors, official educational policy documents, and public by education (Fisher, Such determinist assumptions and are problematic because by ascribing change to autonomous technology, the perspective shortchanges the hard work that educators undertake to transform education 2006). problem technological determinist assumptions they influence educators to focus on adapt to technology, rather than shaping the technology suit unique needs and requirements (Jones & Czemiewicz, Fisher (2006) argued for the necessity of critically discourse about educational technology in order to avoid technological determinist thinking or assumptions of techno-utopianism. and contemporary technology issues. has been recent in educational field bring your 62 device (BYOD) initiatives, whereby students are allowed to bring their mobile devices to school, including phones, tablets, and laptops (Noonoo, & 2011; Schachter, 2012). literature suggests that technological assumptions the inevitability o f play part on particular For example, Schachter (2012), (2012), and Norris and Soloway all made the claim in schools. Noonoo (2012) made the claim that widespread practice of deploying small numbers of in classrooms has not made a significant improvement in student achievement, but the "irreversible" mobile technology will fulfill the promise of one-to-one (p. 46). Such rhetoric be a problem by dismissing the instructional value of classroom Longitudinal research have been conducted investigate the benefits using small numbers computers, and findings the practice can result in significant gains student
 non-academic literature. The rEsearchers Found ThaT rhEtOric Of thE technological IMperAtive was a dominant metapHor thAt DIstoRTeD discOurse by MAkING poSiTiVe cLaIMs For thE teChnologY initiativE thAt Were ill suppoRTeD by evidencE (CuKier et al., 2009). The tEchNologiCaL deTErminIst RhetoRic tenDEd to maRginalize DiSSentinG OpinionS BY pOrtrAying the technologY InITiative as ineviTable (CUkIEr ET Al., 2009). FIshEr (2006) observed A tEndenCY for eduCAtIONAl dIScourse in the UNited KingdoM AboUt educAtIonAL technOlogy To BE frAmed in technOlogIcal deterMinist RHetoric THat ascrIbed to TecHnoLogy THe PoWer To INevITaBly CAusE transfoRmAtIon in SchoOLS. tHe reSeaRcheR obseRved technologIcaL detERmiNist aSsumpTionS iN hypeRbole iN adveRtIsing from technoLogy Vendors, in OffIcIal EdUcatiONal polIcy DocUments, aNd in pubLIc cOmMENTs By education officiaLs (fIShEr, 2006). Such teChnoloGIcAl DEterminiSt AssUmptIONs and RhetORiC are probLematiC BeCaUse by asCrIbing cHaNge To aUtonoMOus tEchnolOgy, the peRspecTIve shortchangeS The hard work thAT eDUCaTOrs mUst Undertake to ImprOVe anD traNSfOrm EDucatIon (FiShER, 2006). ANOther problem with tecHnOlogicAl detErminist assumPtions is thAT THey influEnce EDuCAtors to focus on How scHools shoulD Adapt to tEchnoLogy, rathEr than shaPINg the tecHnoLogY to SuiT UNiQue educationaL NEeds AnD requirEmeNts (JoneS & CzEmiEwiCz, 2010). FIsHer (2006) argued For the neCeSsItY oF crIticaLLy examinInG diScOurSe aboUT educaTionaL tecHnOlOGy iN order tO AvOID tecHnOlOgicAl dEtErminIst tHInkIng or asSumptions Of tEChno-UtOpIanism. TEchnological dEtErminism anD cOntEmporaRY TechnoloGy issues. There has been recENt discuSsiOn in tHe edUcational TecHnologY fiELd concErning Bring YoUr oWN 62 DevicE (byOd) inItIatives, wheREBy sTudenTs Are aLlowed tO bring their own mobiLE deVices to school, IncLudiNG PhOneS, TaBLetS, aND laPTOps (Noonoo, 2012; Norris & soloway, 2011; SchAcHTeR, 2012). The literaTUre SuGgests tHat techNologICal deteRminist asSumptions AbOut tHE IneVitability O f BYOD maY play a parT In the THiNking On tHis parTiCulAr issUe. For eXAmpLe, SchAchter (2012), noOnoo (2012), anD NorrIs And SolowAy (2011) all made the claim that BYoD initIativEs aRe inevitaBle IN scHools. NoonOo (2012) maDe the claim ThaT thE wideSprEAd praCticE Of DepLOying SmalL Numbers of pcs In cLASsRooms has not MADE a sIgnifIcaNT improVemeNt in student achievEMent, but that the "IrreVERsiBle" TRend ToWard mobile techNolOgY WIll fulfiLl The promise oF one-to-onE tEChnolOgy (p. 46). SuCh rhetOric can BE A pROblem bY disMisSing the inStrUcTIonal vaLuE oF TraditIonaL cLassroOm compUTers. lONgitudinal researCh stuDIEs havE BeeN condUcTed to inVEstiGate the benEfits of usinG small NumbErs of ClassroOm ComputErs, AnD the findinGS support tHe conClusion ThAt thE prActice Can rESUlt in SignIfIcaNt gains in STUdENt AcHIevEmenT
 non-academic literature.The resear chers  fo und  t hatrhet oric of the te c hnol ogical imperative wasa dom in a nt m e ta phorthat di s to r t eddi sc our se by  maki ngpositiv e claims f orth e technology in itiative t hat  were ill su ppo rted b yevi d ence(Cu kieret al. ,  2009) . The tec hn o logica l  determ i n is t rh etoric tended tom ar g inalize dissen ting o pi n io n s  by  po rtraying t he  tech n ology i n it i a t ive as inevitable  (Cukier et al. , 2009 ).  Fi s her (2 006)ob s erv ed a tenden cy f or educat ionald iscours e  in the  Unite d K ing doma bo ut  ed uc a tio n al  te c hno logy tobe  f ramed  int e c h nolo gic al d eterm inist rhetori c t hata scr ibedto te chno lo gy th e powe r toin evitably causetran sformatio n i nsch oo ls. T h e rese arc her  observ ed tech n olo gi c a l  d eterminist assumpt io n s  i n hyperb ole in ad ve r tising f ro m t echn o l ogy v endo r s,  in offi cial e d uc at ional p ol icy do cu men ts,  andi n pu blic c ommentsby ed u cation officia l s (Fisher, 20 0 6) . Su c h te chn ological de term i nist  ass u mp tio n s and  rhet or i ca re problematic beca us e by a scrib ing change to  autonomou s t echnolog y, t h ep erspective sho rtcha nges the h a rd workthateducator s must un d e rtake to  im pro veand t ra nsform educat i o n (F is her, 20 06) . Anoth erpro ble m w it h technol ogical d et er mi ni stassum p tions is  t hat  t hey  infl u ence e ducat orsto  f o cus  on how sc h o olssh ou ld a dap tto te chno l ogy , rathe r than sh api n g th ete chnolog y to suit uni qu e educatio na l n eeds a n d  require ments (Jones & Czemiewi c z, 2010 ).Fishe r (2 006) argu edfor th e n e cessit y of c ritic al lye x amini n g  d isc ou rse aboute d uca tiona ltech nologyin order to avoidt ech nological det erm inis t th ink i ng oras s ump t i ons of techno-u topianism.  T e ch nologicald ete rm inism a nd cont empor a ry tech nology is sues. The re  has b een  recent di scussion  in the e d ucati o na l tec hno logy f ie ldconce rningb rin g you r own62  devic e (BY OD ) initia tives, whereby students  are a llowe d t o bring t hei r  ow n mobiledevi ces to sch ool , i nclud ing phone s, t a bl ets ,  andlapt o ps (Noono o ,201 2 ;  N orris & Sol o w a y,2011;  Sc h achter , 20 12). The literatu r e suggests tha t te c h nol ogi c al d et erminist assum pti on s about th einevitabili ty o f B YO D  mayplay a  partin thet h in k ing on  thi s p articular  is su e . For e xa mp l e, Sch acht er  (2012 ), Noo n oo ( 2 0 12), and Norrisand S o l oway( 201 1) al lmade th e  cla im that BY OD initiati ves ar e in evita ble insc hools.  No on oo (2012)m ade the c laimthat th ewide spr ead pr acti c e  of d eplo yi ngsmall num b e rs of  P C s i n cl assro om s ha s not mad e  a signi fic a nt impr ov eme n t  in st u de n t  achieveme nt,  butt h at the "ir r ever s ib l e" tr end to ward m obile t e chn ol ogy wil l f u l fill thepromise o f  on e- to-o ne techn ol ogy(p . 4 6) . Such rhetoric  can bea proble m by dis mis s ingt he ins tr uctional val ue of  t r adition a l  cl assroom com put ers . Lo ngi tudi n al research studies have  bee n con d uct ed to  inve st igate th e  ben efits of using small n umbers of class r oom comp ute r s,  a nd the fi ndi n gs su ppor t t he c onc lusi o n  tha t  the pr acti ce can  res ul tin signif ic ant gai n s in stu dent  achi ev em e nt 
 non-academic_literature. The_researchers found that rhetoric_of the_technological_imperative was_a_dominant metaphor that_distorted discourse by_making positive claims for_the technology initiative_that_were ill supported by evidence (Cukier et al., 2009). The technological determinist rhetoric tended_to_marginalize dissenting_opinions_by_portraying the technology initiative as_inevitable (Cukier et al., 2009)._Fisher (2006)_observed a tendency for educational discourse in the_United_Kingdom about educational_technology to be framed in technological determinist rhetoric that_ascribed to technology the power to_inevitably cause transformation_in_schools._The researcher observed technological_determinist assumptions in hyperbole in advertising_from technology vendors, in official educational_policy documents, and in public comments by_education officials (Fisher, 2006). Such technological_determinist assumptions and rhetoric are_problematic because_by ascribing change to autonomous_technology, the perspective_shortchanges the_hard work that_educators must undertake to improve and_transform education (Fisher,_2006). Another problem with technological determinist_assumptions_is that they_influence_educators_to focus_on how schools_should_adapt to_technology,_rather than shaping the technology to_suit_unique educational needs and requirements (Jones &_Czemiewicz, 2010). Fisher (2006)_argued_for the necessity of_critically examining discourse about educational_technology in order to avoid technological_determinist thinking_or assumptions_of techno-utopianism. Technological determinism and contemporary technology issues. There has been_recent discussion in the educational technology_field concerning bring your_own 62_device_(BYOD) initiatives, whereby_students_are allowed_to bring their own mobile devices to_school, including_phones, tablets, and laptops (Noonoo, 2012;_Norris & Soloway, 2011;_Schachter,_2012). The literature suggests that technological_determinist assumptions about the inevitability o_f BYOD may play a_part_in_the thinking on this particular_issue. For example, Schachter (2012), Noonoo_(2012), and Norris_and Soloway (2011) all made the claim_that_BYOD initiatives are inevitable in schools._Noonoo_(2012) made the claim that the_widespread_practice_of deploying small numbers of_PCs in classrooms has not made_a significant improvement in student achievement, but that the_"irreversible" trend toward_mobile technology will fulfill the_promise_of_one-to-one technology (p. 46). Such rhetoric can be a problem_by dismissing_the instructional value_of traditional classroom computers. Longitudinal research studies have been conducted_to investigate the benefits of using small_numbers of classroom computers, and the findings support the conclusion that_the practice can result in significant gains in_student achievement