 perception that utopian social transformation would inevitably occur through technology. In contrast with the technological determinist rhetoric of Western media, international observers concluded that a broad-based grassroots movement drove the Iranian protests more so than social networking technologies causing inevitable change (Friedman, 2009). The media discourse of technological determinism minimized the role of the human agents in the complex social struggle, while exaggerating the effects of social media (Friedman, 2009). 93 Media discourse influenced by popular perceptions o f technological determinism can also be associated with educational technology initiatives. Using critical hermeneutic analysis and content analysis techniques, Cukier et al. (2009) examined media discourse surrounding an instructional technology initiative at Acadia University in Canada, called the Acadia Advantage. The initiative involved a university funded student laptop initiative through a partnership with IBM, and received much media attention (Cukier et al., 2009). Cukier et al. (2009) found that hyperbole evoking a technological determinist viewpoint was present in both academic and non-academic literature. 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). Technological determinist rhetoric tended to marginalize dissenting opinions by portraying the technology initiative as inevitable (Cukier et al., 2009). Rhetoric o f the technological imperative and globalization. Clegg et al. (2003) critically examined higher education policy documents in the United Kingdom, and found that the dominant discourse was characterized by technological determinism along with a passive acceptance of the premise that globalization is inevitable. Dramatic growth in technology has occurred in the context of a global economy in which Western nations shift from a manufacturing to a service-based economy, while nations in the East experience rapid economic growth (Collarbone, 2009). Fueled by a revolution in information and communication technologies, globalization has created new expectations, challenges, and opportunities for education, and has been a powerful force of change for education (Fullan & Scott, 2009; Striano, 2009). Enhancing workplace performance requires an adaptable workforce so that companies can better respond to global competition (Collarbone, 2009), and education has a central role to play in a nation's strategic efforts to compete in a rapidly changing knowledge-based economy (Wedell, 2009). Globalization creates pressures for educational organizations to introduce e-leaming strategies (MacKeogh & Fox, 2009; Selwyn
perception that utopian social transformation would inevitably occur through technology. In line with the technical fatalist rhetoric of Western media, external observers concluded that a broad - based grassroots bowel movement drove the Iranian protests more thus than social networking technologies causing inevitable variety (Friedman, 2009). The media discourse of technological determinism minimized the function of the human agents in the complex social struggle, while exaggerating the effects of social media (Friedman, 2009). 93 Media sermon influenced by popular perceptions oxygen f technological determinism can also be associate with educational technology enterprise. Using critical hermeneutic analysis and content analysis techniques, Cukier et al. (2009) examine media discourse surrounding an instructional technology initiative at Acadia University in Canada, call the Acadia Advantage. The initiative involved a university funded student laptop initiative through a partnership with IBM, and received much media attention (Cukier et al. , 2009). Cukier et al. (2009) found that hyperbole evoking a technical fatalist viewpoint was present in both academic and non - academic literature. Rhetoric of the technological imperative was a prevailing metaphor that contort discourse by making positive claims for the technology initiative that were ill supported by evidence (Cukier et al. , 2009). technical determinist rhetoric tended to marginalize dissenting opinions by portraying the technology initiative as inevitable (Cukier et al. , 2009). Rhetoric o f the technological imperative and globalization. Clegg et al. (2003) critically examine high education policy documents in the United Kingdom, and found that the dominant discourse was qualify by technological determinism along with a passive acceptance of the premise that globalization is inevitable. Dramatic growth in engineering has occurred in the context of a ball-shaped economy in which Western nations shift from a manufacturing to a service - base economy, while nations in the East experience rapid economic growth (clavicle, 2009). Fueled by a revolution in information and communication technologies, globalization has create new arithmetic mean, challenges, and opportunities for education, and has been a powerful force of variety for education (Fullan & Scott, 2009; Striano, 2009). Enhancing workplace performance ask an adaptable workforce so that companies can better respond to global contest (Collarbone, 2009), and education have a central role to play in a nation's strategic efforts to compete in a rapidly transfer knowledge - based economy (Wedell, 2009). Globalization creates pressures for educational organizations to introduce vitamin e - leaming scheme (MacKeogh & Fox, 2009; Selwyn
 pegception that utopian sogial transformatnin wound inebitably uccur through technology. In ronteast qith the technological determinpst rhetoeic id Western media, inbzrnatjlnal ibservers conckuded that a broad-based crxsdroots movement drove the Iranian pwotests mlre so than sosial getwkgklng technologies causing inevitagle chaige (Friedman, 2009). Tne media discourse of techjolohical determinism linimized tye rjoe of the huoan agents in the compmex social struggle, while exaggdratiug the effextw ov social medma (Frivdman, 2009). 93 Media discourve inflienced by popukar peeceptions o f technolmgical determinism can also bz associated with eduxarionan tewhnouigy injtmatjves. Udinj critical germeneutic analysis and contemt qnalysis techhiques, Ctkier et al. (2009) examined media discourse slrrohnding an instructional technology initiativg at Acadiw University in Canada, called the Acadia Advantaga. The kniuiqtive ungolved a university funded student laptop iniejauivv through a partncrship with IBM, anc gevgived much medka attzhtjon (Cukier et al., 2009). Fukier gt al. (2009) found thwt huperbole evoking a technolotical determpnisr viewpoint was przsent in botk acadgmic amd non-academic literatuxe. Rheforic of thf technolkeical imperative wax d dominant metaphor that dystorted viscobrse by oakimg posytive clails fov the technology inltiatnve tvat were ipl supported by evidence (Cukier et al., 2009). Technokocicdl deteriinisb rhetoric tendqd to marginalnze dissznting opinions gy portcaying the tqchnology inidlative as inxvitable (Sukiwr er al., 2009). Rfdtoric o f the technoloyncal impeeative and globalidatiov. Clegg et al. (2003) cxntucally examined hiehew vduratiog policy docukentr iv the Jnited Kingboo, anc found that the domhnanf discourse was chsrwcterizee by tecrnological deyerminism along wiuh a pessive acceltagce of the premise that globaljzation id ikevitable. Draiatig grjwth in teehnology has occurred in the context of e global economy in whixh Western nations xmift from a kanufwcturing do a service-based ecinomy, while natioks in the East experiehce ra[id efonomic growth (Collarbone, 2009). Fueled by a revolution in information and commynicatmog technologjes, blobanivatnon has creetxd new expectatioms, challenges, and opportunities for eduwacion, and has been a powerful gofce of change for education (Fullan & Sdott, 2009; Sttiano, 2009). Enhancing workplace perfprmance requires an adapbable worjforcs so that rompanies can better respoud to tlobal xompctition (Collarconr, 2009), and educwtioi hcs a central role to play in a narion's wtgategic efforts vo compete ik x rappdly chwnging knowledge-gases econumy (Wedell, 2009). Gkobalization cteates pressures for equcational orgqhizations to introdlce e-leaming xtrategies (KacKeogh & Fox, 2009; Selwyn
perception that utopian social transformation would inevitably technology. contrast with technological determinist rhetoric concluded a broad-based grassroots drove the Iranian more so than social networking technologies inevitable change (Friedman, 2009). The media discourse of technological determinism minimized the role the human agents in the complex social struggle, while exaggerating the effects of media 2009). Media influenced by popular perceptions o f technological determinism can also be associated with educational technology initiatives. critical hermeneutic analysis and content analysis techniques, Cukier al. (2009) examined media surrounding an instructional technology initiative Acadia in Canada, the Advantage. initiative involved a funded student laptop initiative through a partnership with IBM, and received much media attention (Cukier et al., Cukier et found that evoking technological viewpoint was present academic and non-academic literature. Rhetoric of was a dominant metaphor that distorted discourse by positive claims the technology initiative that were ill by evidence (Cukier et al., 2009). Technological determinist tended to marginalize dissenting opinions by portraying the technology initiative as inevitable (Cukier et al., o f the technological and globalization. Clegg al. critically higher policy documents the United Kingdom, and found that the dominant discourse was characterized technological determinism along with a passive acceptance of the premise is Dramatic growth in has occurred in the of global economy in which shift a service-based while in the East experience economic growth (Collarbone, 2009). Fueled a revolution in information created new expectations, challenges, and opportunities for education, has been a powerful force of change education (Fullan & Scott, 2009; Striano, 2009). Enhancing workplace performance requires an workforce so can better respond to global competition (Collarbone, 2009), education has a central to play in a nation's strategic efforts to compete a changing knowledge-based (Wedell, 2009). Globalization pressures for educational to introduce e-leaming & Fox, Selwyn
 perception that utopian sociAl transforMatioN woUld InEvitAbly Occur through teCHnolOgy. In contrast with the teChnolOgICal dETeRminiSt rhetoRIc OF wesTeRn MedIa, INtErnatIonAl obserVers concluDed ThAt a broad-baseD GrAssroots moVemEnt drove the IRanIan proTeSts MOre so ThaN sociAl netwORking tEchnologiEs CAusing INevitabLE ChAnge (friedman, 2009). The media dIScOUrse of technoloGical dEtERmINIsm MinImized the rOlE of thE Human agENtS IN The COmplex social sTruggle, whilE ExaGgeratInG thE EffectS of soCiAL meDia (Friedman, 2009). 93 mediA discoursE influENced by pOPular peRceptiOns O f tEchnOLoGiCal DeTErmINiSm cAN alSo be assoCiAtEd witH eduCATIOnal TecHnolOgy inItiatives. UsinG crIticAL heRmeneUtic aNalySiS and cOntent AnalySiS techniques, CukiEr et Al. (2009) examineD meDiA diScOurse SUrrounDinG an InstrucTional tEChnOlOGY InItiative at Acadia UnIvERSiTy in CanaDa, callED tHe aCadia AdvAnTagE. The INItiatIve iNVoLved a uniVersitY FuNdEd studeNt Laptop InItiAtiVe thrOUgh a PartneRship witH IBM, aND received much mEDia attention (CUKiER Et AL., 2009). CukIer Et al. (2009) found thAt hyPErboLe evOKiNg a TEchnoLogicAl DEtERminist viewpoint was PrEsent iN both Academic and noN-academic lITERature. 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). TEcHnOlOgiCal deTErminist RhEtoRiC teNded tO MarginAlize DissEnTiNG opInions bY PoRTRayiNg ThE tecHnoLoGy iniTiatIVe aS inevitAble (CukieR et AL., 2009). RheToRiC o f the tEchnological iMpErative and GlObaLizatiON. clegg et aL. (2003) critically examined highER educatIon PolicY docUments in tHe UNited KIngDOm, and fOund thAt the DoMinANT discOURsE waS cHaracterizED By tEchnoLoGicaL determInism along with a pasSIve Acceptance of tHe pRemiSE ThAt gLObALizAtIOn iS INevitable. DramatIc growth in TeCHnOlogy has ocCUrrEd In the coNtext of A globAL economY in which WEstern natIoNs shIFT frOm a manufacTuring to A service-bASed ecONoMy, whiLe nAtions In The east eXperieNCe rApid eConomiC gRowth (COllarBoNe, 2009). Fueled By a revolution in informatIon and CommuNicAtion techNolOGieS, globalizAtioN has createD neW exPectaTioNS, chalLengES, aNd oPPortuNitiES for educaTIoN, anD HAs Been a powerfUL FOrcE of chAngE For eduCatiOn (Fullan & Scott, 2009; StriANo, 2009). Enhancing worKplaCE PerForMAnce ReQuires an adaptaBle WoRKForce so tHaT companies cAn better ReSPond tO globaL compeTition (COLLaRBone, 2009), anD eduCatIon has a ceNtrAl ROle to plAy In A Nation'S strAtEgic efForts tO CompETE in a rapidly changIng knOWLedge-BAseD econOmY (Wedell, 2009). gLobaLization crEates pressuRes for EducAtionAl organIzAtions To iNtRoduce e-leaMIng strateGies (MAcKeogh & foX, 2009; SelWyn
 perception that utopian s ocial tran sform ati onwo uldinev itably occur t h roug h technology. In contr ast w it h  the te chnol ogicald et e r min is trhe to r ic  of W est ern med ia, intern ati on al observers co ncluded th ata broad-base d g rassro ot s m o vemen t d rovethe Ir a nian p rotests m or e  so th a n socia l ne twor king technologies ca u sing inevitabl e chan ge (F r i edm an,  2009). Th emedia discour s eo f tec h nological det erminism mi n imi zed th erol e  of th e hum an age nts in thecomp lex socia l stru g gle, wh i le exag gerati ngthe  eff e ct sofso c ial me dia (Fr iedman,20 09 ). 93  Med i a d isco urs e in fluen ced by popula r p erce p tio ns of tec hnol og icaldeterm inism  c an also be asso ciat ed with e duc at ion al  tech n ologyini tia tives.Using c r iti ca l h er meneutic analysisan d co ntent an alysis te ch n iques, C uk ier  eta l . (20 09)e xa mined me dia di s co ur se surr ou ndingan  in str uctio n al t echnol ogy init iativ e  at Acadia Uni v ersity in Can a da , ca l ledthe  Acadia Adv anta g e. T he i n it iat i ve in volve da  u n iversity funded stu de nt lap top i nitiative thr ough a par t n e rship wi th I B M, and received m uch m edia atten t ion (Cuk ier e t al., 2 009). Cuk i e r et al.  (2 009 ) f oun d th at hyperbolee v okin ga techn olo gical d ete rmi nis t v ie wpoint wa s presen tin  b ot h a cadem i c and no n- aca de mic  lite r ature.  Rhet oric  o ft hetechnol o gi c a l im pe ra tive  wa sa dom inan t  me taphorthat dist ort e d di sc ou rse bymaking positi ve  claims fo rthe  techn o l ogy init iative that were ill su p portedbyevide nce(Cukier e t a l., 20 09) .  Techn ologic al de te rmi n i st rh e t or icte nded to ma r g ina lizedi ssen ting op inions by portrayi n g t he technology  in itia t i ve  as in e vit ab l e ( C u kier et al., 20 09). Rheto ri c  o  f the tec h nol og ical im perativ e and globali zation. C legg et a l.  (20 0 3 ) c riticallyexamined  higher e d ucati o npolic y d ocumen ts  in  theUnited Kin gdom,  and f ou nd tha t the  d ominantdiscourse was character ized b y tec hno logical d ete r min ism along  wit h a passiv e a cce ptanc e o f  theprem i se  th a t glo bali z ation isi ne vit a b le . Dramaticg r o wth  in t ech n ologyhasoccurred in the c o ntext of a glo bale c ono myi n wh ic h Western nati ons  s h i ft fromamanufacturi ng to ase r vice- basedeconom y, whil e na t ions i n th e E ast exper ien ce rapid e co no m ic gro wth(C ollarb one, 2 0 09). F ueled by a revol ution i n inf o rma tionan d commu n icat ion techno logies, glo baliza tion  hascreated  n ew exp ect at ions, chal l enges, an d opp ortunit ie s fo r e ducati on,a n d has  bee na p owerful f o r ce of  c h ang e fo r edu ca tion  (Fullan&  Scott,200 9 ; Stria no , 2 0 0 9). En h an c i ng workpla ceperfo r m ance requi r es a n  a d aptab le wor kforce  so tha t  co mp anies c anb e tter resp ond to gl o bal  c ompe tition ( Co llar bo ne,  2 009), and educa tion has  a centr a l  roletop layi n a na ti on's strateg ic ef fo r ts to c o m pet e in ar api dly  ch angi ngknow l edge-based economy (Wede ll,2009) .  Gl obali zatio ncreatesp ress ures for educational o rganizations to int r oduc e e - le am ing strat egi e s (Ma cKeo gh& Fo x,2009 ; Selw y n
 perception_that utopian_social transformation would inevitably_occur through_technology._In contrast_with_the technological determinist_rhetoric of Western_media, international observers concluded_that a broad-based_grassroots_movement drove the Iranian protests more so than social networking technologies causing inevitable change_(Friedman,_2009). The_media_discourse_of technological determinism minimized the_role of the human agents_in the_complex social struggle, while exaggerating the effects of_social_media (Friedman, 2009)._93 Media discourse influenced by popular perceptions o f_technological determinism can also be associated_with educational technology_initiatives._Using_critical hermeneutic analysis and_content analysis techniques, Cukier et al._(2009) examined media discourse surrounding an_instructional technology initiative at Acadia University in_Canada, called the Acadia Advantage. The_initiative involved a university funded_student laptop_initiative through a partnership with_IBM, and received_much media_attention (Cukier et_al., 2009). Cukier et al. (2009)_found that hyperbole_evoking a technological determinist viewpoint was_present_in both academic_and_non-academic_literature. 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). Technological_determinist rhetoric tended to marginalize_dissenting opinions by portraying the technology_initiative as_inevitable (Cukier_et al., 2009). Rhetoric o f the technological imperative and globalization._Clegg et al. (2003) critically examined_higher education policy documents_in the_United_Kingdom, and found_that_the dominant_discourse was characterized by technological determinism along_with a_passive acceptance of the premise that_globalization is inevitable. Dramatic_growth_in technology has occurred in the_context of a global economy in_which Western nations shift from_a_manufacturing_to a service-based economy, while_nations in the East experience rapid_economic growth (Collarbone,_2009). Fueled by a revolution in information_and_communication technologies, globalization has created new_expectations,_challenges, and opportunities for education, and_has_been_a powerful force of change_for education (Fullan & Scott, 2009;_Striano, 2009). Enhancing workplace performance requires an adaptable workforce_so that companies_can better respond to global_competition_(Collarbone,_2009), and education has a central role to play in_a nation's_strategic efforts to_compete in a rapidly changing knowledge-based economy (Wedell, 2009). Globalization_creates pressures for educational organizations to introduce_e-leaming strategies (MacKeogh & Fox, 2009; Selwyn