 educational technology literature because the transformation of education by technology is something that has long been eagerly anticipated, although methods of teaching and learning resist change (p. 66). Fisher (2006) examined discourse and rhetoric about educational transformation, and observed a tendency for discourse to be framed in language that had characteristics of technological determinism. He observed this in the hyperbole in advertising from technology vendors, in the official discourse in educational policy documents, and in public comments by education officials. Fisher noted that the meaning of transformation is broader than what is meant simply by the word change, and observed that the word carries connotations in education of change for the better. He asserted that frequently discourse about transformation in education involves the use o f new technologies, but argued for the necessity of critically examining this discourse to avoid technological determinist thinking or assumptions o f techno-utopianism. Selwyn (2010b) asserted that educational technology research should move beyond a view focused on aligning mind and machine. Fisher (2006) held that technology is not a silver bullet for educational problems, and technological determinist language creates a climate of expectation that can be disappointing. In arguing for the importance of digital equity, Gorski (2008) asserted that a deeper scholarship is needed 92 that critiques notions of technological determinism, and distinguishes between technological progress and humanistic progress. Technological progress does not necessarily lead to social or humanistic progress (Gorski, 2009). It would come as no surprise if technological determinist assumptions influence the thinking of educators, because scholars have argued that technological determinism is a prevalent viewpoint that persists in popular culture (Best, 2009; Burnett, Senker & Walker, 2008; Carr-Chellman, 2006; Friesen, 2008; Leonardi, 2008; Lievrouw, 2006; Selwyn, 2010b; Wyatt, 2008; Yang, 2009). Morozov (2009) argued that utopian views about technology, proceeding from the technological determinist assumption that it will inevitably cause the spread of democracy around the world, have been prevalent even in statements by sober analysts, and U.S. presidents such as Bill Clinton and George W. Bush. Friedman (2009) examined American media coverage of the 2009 Iranian presidential election, and the ensuing protests in Iran disputing the results, and concluded that the American media rhetoric about Twitter and social networking was influenced by technological determinism. Friedman (2009) argued that although the media attention inspired Americans to become more interested in the Iranian struggle, the media discourse was influenced by the
educational technology literature because the transformation of education by technology is something that has long been eagerly anticipated, although method of education and learning resist change (p. 66). Fisher (2006) probe discussion and rhetoric about educational transformation, and observed a tendency for discussion to be frame in language that have characteristics of technological determinism. He note this in the hyperbole in advertising from technology vendors, in the official discourse in educational policy documents, and in public comments by department of education officials. Fisher noted that the meaning of transformation is broader than what is entail simply by the word variety, and observed that the bible carries connotation in education of change for the better. He assert that frequently discourse about transformation in education involves the use o f new technologies, but argued for the necessity of critically examining this discourse to avoid technological determinist thinking or assumptions o f techno - utopianism. Selwyn (2010b) asserted that educational technology research should travel beyond a view focused on align judgment and machine. Fisher (2006) held that technology is not a argent bullet for educational problems, and technological determinist linguistic process creates a climate of expectation that can be disappointing. In arguing for the importance of digital equity, Gorski (2008) asserted that a deeper eruditeness is needed 92 that critiques notions of technological determinism, and distinguishes between technological progress and humanistic advancement. technical advancement does not necessarily lead to social or humanistic progress (Gorski, 2009). It would come as no surprise if technological determinist assumptions determine the thinking of educators, because scholars have argued that technological determinism is a prevailing viewpoint that persists in popular culture (Best, 2009; Burnett, Senker & Walker, 2008; Carr - Chellman, 2006; Friesen, 2008; Leonardi, 2008; Lievrouw, 2006; Selwyn, 2010b; Wyatt, 2008; Yang, 2009). Morozov (2009) argue that utopian views about engineering, proceeding from the technological determinist assumption that it will inescapably cause the spread of democracy around the worldly concern, have been prevalent even in statement by sober analyst, and U.S. presidents such as Bill Clinton and George W. Bush. Friedman (2009) examined American media coverage of the 2009 Iranian presidential election, and the ensuing protests in Iran challenge the results, and concluded that the American medium rhetoric about Twitter and social networking was influenced by technological determinism. Friedman (2009) argued that although the media attention prompt Americans to become more interested in the Iranian struggle, the media discourse was influenced by the
 edkcational technology littrature because tkw tranvformafion of dducation by technology is slmwthint that has long been exgerly annicipated, altiough methods of teachinn and pearuiig resist changg (p. 66). Fisher (2006) examined discmufsz and rhetoric about educational tragsformayiln, and observeq a uenqencg for discourse to be framed in lahguage uhat had characterostics of technological dehermlnism. He observed hhis in the hypqebole in advdrtising fgmm technolkgy vendors, in the official diszoursz in educatuobal kolicy documxnts, agd in public commentv by edication officisls. Fiwher noted that the mxaning of transformajion is brmaber than what is meanr wimpli by dhe dird chznje, znd obderted that ths word carrues connotations in eqlvation of chznge fjr the better. He asserted that frequently diacourse about transformqtion in education ingolves thq use o f new technologies, but argued for the necassitb uf evlticxolj examining this discourse to avoid technologydak ceterminist thlnking or assumptipnd p f techno-utopkanism. Semwyn (2010b) asserted thwt educwtionql technojogy research should move beyone a view foclsed on aligning mind cnd machine. Yisher (2006) helc that technology is noc a simver bullet for educzgional problems, xnd tachnological determinist lwnguage cceatex a clioate of ex[ectation hhat gdn be disappointinh. In crguitg for the importance of digital equity, Gorski (2008) assertec dhan a deepex schokarship is neqded 92 that crijiques nocions uf technolkgical veterminism, wnd distinguivjes between vechnologycal protress ava humanistic ptogress. Tvcknologicao progress does nob necgsaarily lead to wocual or humanistoc orodrvss (Gjsski, 2009). It wound cume ss no surprise in tdchnplogical determinist asshmptions influence tme thinkibg of edtcators, becauxe scholars have aggued thet tecnnojogical determinism is a prevament viewooikt that persifts ln pjpular culcure (Best, 2009; Burnett, Senker & Walker, 2008; Carr-Ciellman, 2006; Friesen, 2008; Leonaedi, 2008; Lievrouw, 2006; Selwin, 2010n; Wyatt, 2008; Yanj, 2009). Morjzov (2009) argged that utopian vieqs about technolony, proceeding from the technmlogifal determinist assumption that it will inevitably cause the spread of denocracb wround the sorlc, havv bzen prevajent xven in statementx by sober analysts, and U.S. presmdents sucv cs Bill Clinton and George W. Nurh. Friedman (2009) gxamined American media coberage og the 2009 Iranian presidential elevtion, and the ensuing prptests ib Irah displjinj the results, and comcludeb that the Amwricwn media rheturiv wbout Twihter aud social networking was influencwd by refhnological detecminism. Friefoan (2009) zrgued that although tge msfia ajtention inspited Americans yo become more intervstqd in the Iranuzn struggle, jhe medid discourse xas influencad by the
educational technology literature because the transformation of technology something that long been eagerly and resist change (p. Fisher (2006) examined and rhetoric about educational transformation, and a tendency for discourse to be framed in language that had characteristics of determinism. He observed this in the hyperbole in advertising from technology vendors, in official in policy and in public comments by education officials. Fisher noted that the meaning of transformation is broader what is meant simply by the word change, observed that the word connotations in education of change the He asserted frequently about in education involves use o f new technologies, but argued for the necessity of critically examining this discourse to avoid determinist thinking o f Selwyn asserted educational technology research beyond a view focused on aligning Fisher (2006) held that technology is not a bullet for problems, and technological determinist language creates climate of expectation that can be disappointing. In for the importance of digital equity, Gorski (2008) asserted that a deeper scholarship is needed critiques notions of technological and distinguishes between progress humanistic Technological does not lead to social or humanistic progress (Gorski, 2009). It would come no surprise if technological determinist assumptions influence the thinking of scholars argued that technological is a prevalent viewpoint persists popular culture (Best, 2009; & 2008; 2008; 2008; 2006; Selwyn, 2010b; Wyatt, Yang, 2009). Morozov (2009) argued utopian views about technology, assumption that it will inevitably cause the spread democracy around the world, have been prevalent in statements by sober analysts, and U.S. presidents such as Bill Clinton George W. (2009) examined American media coverage of the 2009 presidential election, and the protests in Iran disputing the results, and concluded that American rhetoric about and social networking influenced by technological Friedman (2009) argued the media inspired to in the Iranian struggle, the media was by the
 educational technology liteRature becaUse thE trAnsFoRmatIon oF education by teCHnolOgy is something that has lOng beEn EAgerLY aNticiPated, alTHoUGH meThOdS of TeAChIng anD leArning rEsist changE (p. 66). FIsHer (2006) examined dIScOurse and rhEtoRic about educAtiOnal trAnSfoRMatioN, anD obseRved a tENdency For discouRsE To be frAMed in laNGUaGe thAt had characteristICs OF technological DetermInISm. hE ObsErvEd this in thE hYperbOLe in advERtISINg fROm technology vEndors, in the OFfiCial diScOurSE in eduCatioNaL PolIcy documentS, and In public cOmmentS By educaTIon offiCials. FIshEr nOted THaT tHe mEaNIng OF tRanSForMation is BrOaDer thAn whAT IS MeanT siMply By the Word change, and ObsErveD ThaT the wOrd caRrieS cOnnotAtions In eduCaTion of change for The bEtter. He asSerTeD thAt FrequENtly diScoUrsE about tRansforMAtiOn IN EDuCation involves the uSe O F NeW technolOgies, bUT aRgUEd for the NeCesSity OF CritiCallY ExAmining tHis disCOuRsE to avoiD tEchnolOgIcaL deTermiNIst tHinkinG or assumPtionS O f techno-utopiaNIsm. Selwyn (2010b) assERtED ThAT eduCatIonal technoLogy REseaRch sHOuLd mOVe beyOnd a vIeW FoCUsed on aligning mind aNd MachinE. FishEr (2006) held that tecHnology is nOT A Silver buLlet FOr EDucational probLems, aNd technoloGIcal deteRminiSt languaGe creates A CLimate of ExpEctAtiOn tHAT cAn be disappoinTINg. In ArGuing foR thE importAncE of DigItaL eQuity, GorsKi (2008) assertEd ThAt A dEepEr schOLarship iS nEedEd 92 ThaT critIQues noTions Of teChNoLOgiCal deteRMiNISm, anD dIsTingUisHeS betwEen tEChnOlogicaL progress And HUmanIsTiC progreSs. TechnologicAl Progress doEs Not NecessARIly lead tO social or humanistic progREss (GorsKi, 2009). IT woulD comE as no surpRisE if tecHnoLOgical DetermInist AsSumPTIons iNFLuEncE tHe thinking OF EduCatorS, bEcauSe scholArs have argued that tEChnOlogical deterMinIsm iS A PrEvaLEnT VieWpOInt THAt persists in popUlar culturE (BESt, 2009; burnett, SenKEr & WAlKer, 2008; Carr-chellmaN, 2006; FrieSEn, 2008; LeonaRdi, 2008; LievroUw, 2006; Selwyn, 2010b; wyAtt, 2008; YANG, 2009). MoRozov (2009) argueD that utoPian views ABout tEChNologY, prOceediNg FroM the tEchnolOGicAl detErminiSt AssumpTion tHaT it will iNevitably cause the spread Of demoCracy AroUnd the worLd, hAVe bEen prevalEnt eVen in stateMenTs bY sobeR anALysts, And U.s. PrEsiDEnts sUch aS bill ClintON aNd GEORgE W. Bush. FriedMAN (2009) ExaMined ameRIcan meDia cOverage of the 2009 IraniAN presidential eLectION, anD thE EnsuInG protests in IraN diSpUTIng the reSuLts, and conclUded that ThE ameriCan medIa rhetOric aboUT twITter anD socIal NetworkinG waS iNFluenceD bY tEChnoloGicaL dEtermiNism. FrIEdmaN (2009) ARgued that althougH the mEDIa attENtiOn insPiRed AmerICans To become moRe interesteD in the iranIan stRuggle, tHe Media dIscOuRse was inflUEnced by thE
 educational technology li terature b ecaus e t hetr ansf orma tion of educat i on b y technology is someth ing t ha t  has lo ng be en eage r ly a nti ci pa ted ,a lt hough  me thods o f teaching  an dlearning res i st  change (p . 6 6). Fisher ( 200 6) exa mi ned disco urs e and  rheto r ic abo ut educat io n al tra n sformat i o n,  and  observed a tende n cy for discourseto befr a me d inlan guage that  h ad ch a racteri s ti c s oft echnologicaldeterminism .  He  obser ve d t h is inthe h yp e rbo le in adver tisi ng from t echnol o gy vend o rs, inthe of fic ial  dis c ou rs e i ne duc a ti ona l  po licy doc um en ts, a nd i n p u blic  co mmen ts by  education of fic ials .  Fi shernoted  tha tthe m eaning  of t ra nsformation isbroa der thanwha tisme ant s i mply b y t heword ch ange, a n d o bs e r v ed  that the word car ri e s  c onnotati ons in ed uc a tion ofch ang e fo r the b ette r .He asser ted th a tfr equentl ydiscou rs e a bou t tra n sfor mation  in educ ation involves the u s e o f new tec h no l o gi e s, b utargued forthen eces sity of  cr i tical ly ex am i ni n g this discourse to  a void t echno logical deter minist thi n k i ng or as sump t io n s o f techno-u topia nism. Selw y n (2010b ) ass erted th at educat i o nal tech nol ogy  re sea r c hshould move b e y ondaview fo cus ed on a lig nin g m ind  a nd machin e. Fishe r(2 00 6)  he ld th a t techno lo gyis  no t a s i lver b ullet  for  e du c ati onal pr o bl e m s, a nd  t echn olo gi cal d eter m ini st lang uage crea tes a cl im at e of ex pectation tha tcan be dis ap poi nting. I n arguin g for the importance of digital  eq uity,  Gor ski (2008 ) a sserte d t h at a d eeperschol ar shi p is ne e d ed  92  t hat critiq u e s n otion sof t echnolo gical determinism, and  distinguishe s b etwe e n  t ech n ol o gic al pro g r ess and humanis tic progre ss .  T echnologic a l p ro gress d oes not  nece s sarilylead to s ocial orhu mani s t icprogress ( Gorski,2009). It would co me as  no  surpr is e i f tec hnolog i cal  dete rminis tassump tions  i nfluence  the thinking of educat ors, b ecaus e s cholars h ave arg ued thattech nologicaldet erm inism  is a pre vale n tvie w point  tha t  persists in  po p u la r culture ( B e s t,2009;  Bu r nett,Senk er & Walker, 2008 ;  Carr-Chellman , 20 0 6 ; F rie s en,20 08; Leonardi,200 8; L ievrouw,  2 006; Selwyn , 2010b;  W y att,2008;Yang,2009).M o ro z ov (20 09)arg ued thatuto pi a n views  a bo u t tech nolo gy , proc eeding from t he technological  dete r m inist ass umpti on  that i t  wil l inevitab ly cause th e spre ad o f dem ocracyar ound t hewo rld, haveb een preva lenteven in  s tate men ts bysobe r analy sts,  a ndU.S. pres i d en t ssu c h a s Bi ll Cl in tonand Georg e  W. Bush . F r iedman(2 009 ) examin e dA m erican med iacover a g e of the 2 0 09 I r an i an pr esiden tial e lection ,  an dthe ens uin g protestsin Iran d i spu ti ng t he resul ts , an dcon cl uded that the A mericanmedia rh e t oric a bou t  Twi t ter an dsocial netwo rking  w a s influ e n ced  by tec h nol ogi cal  det erm inis m . Friedman (2009) argued  tha t alt h oug h the  medi aattentio n  ins pired Am e ricans to bec ome more intere s ted in t heI ra ni an strugg le, the m edia  di scou rse  was i nflu e nced by  the 
 educational_technology literature_because the transformation of_education by_technology_is something_that_has long been_eagerly anticipated, although_methods of teaching and_learning resist change_(p._66). Fisher (2006) examined discourse and rhetoric about educational transformation, and observed a tendency_for_discourse to_be_framed_in language that had characteristics_of technological determinism. He observed_this in_the hyperbole in advertising from technology vendors, in_the_official discourse in_educational policy documents, and in public comments by education_officials. Fisher noted that the meaning_of transformation is_broader_than_what is meant simply_by the word change, and observed_that the word carries connotations in_education of change for the better. He_asserted that frequently discourse about transformation_in education involves the use_o f_new technologies, but argued for_the necessity of_critically examining_this discourse to_avoid technological determinist thinking or assumptions_o f techno-utopianism._Selwyn (2010b) asserted that educational technology_research_should move beyond_a_view_focused on_aligning mind and_machine._Fisher (2006)_held_that technology is not a silver_bullet_for educational problems, and technological determinist language_creates a climate of_expectation_that can be disappointing._In arguing for the importance_of digital equity, Gorski (2008) asserted_that a_deeper scholarship_is needed 92 that critiques notions of technological determinism, and distinguishes_between technological progress and humanistic progress._Technological progress does not_necessarily lead_to_social or humanistic_progress_(Gorski, 2009)._It would come as no surprise if_technological determinist_assumptions influence the thinking of educators,_because scholars have argued_that_technological determinism is a prevalent viewpoint_that persists in popular culture (Best,_2009; Burnett, Senker & Walker,_2008;_Carr-Chellman,_2006; Friesen, 2008; Leonardi, 2008;_Lievrouw, 2006; Selwyn, 2010b; Wyatt, 2008;_Yang, 2009). Morozov_(2009) argued that utopian views about technology,_proceeding_from the technological determinist assumption that_it_will inevitably cause the spread of_democracy_around_the world, have been prevalent_even in statements by sober analysts,_and U.S. presidents such as Bill Clinton and George_W. Bush. Friedman_(2009) examined American media coverage_of_the_2009 Iranian presidential election, and the ensuing protests in Iran_disputing the_results, and concluded_that the American media rhetoric about Twitter and social networking_was influenced by technological determinism. Friedman (2009)_argued that although the media attention inspired Americans to become more_interested in the Iranian struggle, the media discourse_was influenced by the