 McDonald et al., 2005). McDonald et al. (2005) observed that some of the same technological determinist assumptions that were operative in programmed instruction are currently operative in contemporary instructional technology. McDonald et al. (2005) proposed that instructional technologists can benefit from examining their philosophical assumptions, in order to avoid placing an unrealistic faith in the power o f technology, and expecting from it more than it can deliver. Technological determinist assumptions can be pervasive. Philosophy of technology assumptions can be unrecognized and outside o f our explicit awareness 60 (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg-Webb, 2009). Scholars have argued that assumptions of technological determinism are pervasive in popular perceptions and culture (Carr-Chellman, 2006; Leonardi, 2008; Lievrouw, 2006; Yang, 2009). Friedman (2009) examined American media coverage o f the 2009 Iranian presidential election, and the ensuing protests in Iran disputing the results, and concluded that American media rhetoric about Twitter and social networking was influenced by technological determinism. Although the media attention inspired Americans to become more interested in the Iranian struggle, the discourse was influenced by the perception that utopian social transformation can inevitably occur through technology (Friedman, 2009). Friedman (2009) noted that international observers had concluded the Iranian protests were driven by a broad-based grassroots movement, more so than social networking technologies causing inevitable change. 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). Researchers have found that technological determinist assumptions can be present in the media discourse, and rhetoric by educational officials, that can accompany public discussion about educational technology (Bennett & Maton, 2010; Brown & Czemiewicz, 2010; Clegg et al., 2003; Cukier et al., 2009; Fisher, 2006; Jones & Czemiewicz, 2010; Jones & Healing, 2010). 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 61 al. (2009) found that hyperbole evoking a technological determinist viewpoint was present in both academic and
McDonald et al. , 2005). McDonald et al. (2005) observed that some of the same technological determinist assumption that were surgical in programmed instruction are currently running in contemporary instructional technology. McDonald et al. (2005) nominate that instructional engineer can benefit from examining their philosophical assumptions, in order to invalidate placing an unrealistic faith in the might o f technology, and expect from it more than it can deliver. Technological fatalist assumptions can be pervasive. Philosophy of engineering assumptions can be unrecognized and outside o f our explicit awareness 60 (Kanuka, 2008; Kritt & Winegar, 2010; Strobel & Tillberg - Webb, 2009). Scholars have argued that premise of technological determinism are pervasive in popular perceptions and culture (Carr - Chellman, 2006; Leonardi, 2008; Lievrouw, 2006; Yang, 2009). Friedman (2009) examine American media coverage o f the 2009 Iranian presidential election, and the ensuing protests in Iran disputing the results, and conclude that American medium rhetoric about Twitter and social networking was influenced by technological determinism. Although the media attention inspired Americans to become more interested in the Iranian struggle, the sermon was influenced by the perception that utopian social transformation can inescapably happen through technology (Friedman, 2009). Friedman (2009) noted that international observers had conclude the Iranian protest were driven by a broad - based grassroots drift, more so than social networking technologies causing inevitable change. The media discussion of technological determinism minimized the role of the human agents in the complex social conflict, while exaggerating the effect of social medium (Friedman, 2009). Researchers have found that technological fatalist assumptions can be present in the media discourse, and rhetoric by educational officials, that can accompany public discussion about educational technology (Bennett & Maton, 2010; Brown & Czemiewicz, 2010; Clegg et al. , 2003; Cukier et al. , 2009; Fisher, 2006; Jones & Czemiewicz, 2010; Jones & Healing, 2010). Using critical hermeneutic analysis and subject analysis proficiency, Cukier et al. (2009) examined media sermon surrounding an instructional engineering initiative at Acadia University in Canada, called the Acadia Advantage. The initiative involved a university fund student laptop initiative through a partnership with IBM, and receive much media care (Cukier et al. , 2009). Cukier et 61 al. (2009) found that hyperbole evoking a technological fatalist viewpoint was present in both academic and
 McFonald et al., 2005). McDonald eu al. (2005) observed thcr some of ths same tdchnological determinist assnmptuons ukat were operative iv programled insteuctmon are currentlb operatlre in gontek'orary instructlonal technmlogy. McDonald eg cl. (2005) proposed that instructional techgologisys can benefit ftom eqaiinihg their philosophical assumptions, in ordtr to avoid placinb an unrealistic faith in hhe oower o f technolohy, and expextind from it mord than it bcn deliver. Jechnological determinist assumpgions can be petrqsigg. Philosophy of tvchnology assmkptionv can br unrecognized anv ourside o f our expliciv awareness 60 (Kanuka, 2008; Kritt & Whnzgar, 2010; Strobel & Tillbeeg-Qebb, 2009). Schmlarr haxe zrjues that asaumptions kf technolotical determinism ate irrvasive in lopulaw [erceptions and culture (Carr-Chellman, 2006; Ltonarsi, 2008; Lievrouw, 2006; Yang, 2009). Friwdman (2009) examined Amerifan media coverage o f the 2009 Iranian presidential election, dnd tie enwulng oeohests in Iran disputing the results, and concltsec nhat American medla rhetoric about Ywltygr and social vetworkinf was influenced bj technjlogixal deteriinixm. Although the media attenrion inspireb Anericans to become more interzsted on thr Iranian struggle, the biscoudse was infpuenced bg the perception ghan utmpian social transformatiog can inetitabky occuf thtough tqchnology (Vriedman, 2009). Friedman (2009) notef thaj intesnational lbservers had concluded the Iraiman protests eese griven bv a brpad-based grasfroots movemenj, more so than social nenworking vechnologies causing inevhjable change. Vhe media disxourwe of tdzhnological deyerminism minimized the role of the hmman xfents in the conpltx social struggke, dhije eeaggewdting the efxectr ow socixl media (Frledoan, 2009). Researchers have fognd fhat technological dcterminisj assumptyons can be ptesent in the mediw disrourse, and thejoric by educational officials, fhat can wccjmpany publis diwcussion abobt educational technology (Bennett & Maton, 2010; Brown & Czemiewicz, 2010; Clegg et al., 2003; Cuknev et al., 2009; Fisier, 2006; Jjnes & Czekiewicz, 2010; Jones & Healung, 2010). Using criticsl hermeneutic analysjs and contfnt analysis techniques, Cukier et al. (2009) examined media discourse surroundint an iiseructional fechmologj iuitnative wt Aravia University in Canada, called the Acadia Advanvage. The iticiative involved a university fjnded student laptop initiative throufh a parynership with IBM, and received kuch media attention (Cukler et al., 2009). Cukjer et 61 al. (2009) found that hypernole eroking a techbolonical determinkst vlewpoint wws pcesznt in both academic and
McDonald et al., 2005). McDonald et al. that of the technological determinist assumptions instruction currently operative in instructional technology. McDonald al. (2005) proposed that instructional technologists benefit from examining their philosophical assumptions, in order to avoid placing an unrealistic in the power o f technology, and expecting from it more than it deliver. determinist can pervasive. Philosophy of technology assumptions can be unrecognized and outside o f our explicit awareness 60 2008; Kritt & Winegar, 2010; Strobel & Tillberg-Webb, Scholars have argued that of technological determinism are pervasive popular and culture 2006; 2008; 2006; Yang, 2009). (2009) examined American media coverage o f the 2009 Iranian presidential election, and the ensuing protests in disputing the concluded that media about and social networking by technological determinism. Although the media to become more interested in the Iranian struggle, discourse was by the perception that utopian social can inevitably occur through technology (Friedman, 2009). Friedman noted that international observers had concluded the Iranian protests were driven by a broad-based grassroots so than social networking causing inevitable change. media of determinism the role the human agents in the complex social struggle, while exaggerating the of social media (Friedman, 2009). Researchers have found that technological can present in the discourse, and rhetoric by officials, can accompany public discussion technology & & 2010; et al., 2003; Cukier al., 2009; Fisher, 2006; Jones Czemiewicz, 2010; Jones & analysis and content analysis techniques, Cukier et al. examined media discourse surrounding an instructional technology at Acadia University in Canada, called the Acadia Advantage. The initiative involved university funded initiative through a partnership with IBM, and received media attention (Cukier et 2009). Cukier et 61 al. (2009) found that hyperbole a determinist viewpoint present in both and
 McDonald et al., 2005). McDonald et al. (2005) oBserved thaT some Of tHe sAmE tecHnolOgical determinISt asSumptions that were operaTive iN pROgraMMeD instRuction ARe CURreNtLy OpeRaTIvE in coNteMporary InstructioNal TeChnology. McDoNAlD et al. (2005) propoSed That instructIonAl techNoLogISts caN beNefit From exAMining Their philOsOPhical ASsumptiONS, iN ordEr to avoid placing aN UnREalistic faith iN the poWeR O f TEChnOloGy, and expecTiNg froM It more tHAn IT CAn dELiver. TechnoloGical determINisT assumPtIonS Can be pErvasIvE. phiLosophy of teChnoLogy assumPtions CAn be unrECognizeD and ouTsiDe o F our EXpLiCit AwARenESs 60 (kanUKa, 2008; KRitt & WineGaR, 2010; STrobeL & TilLBERG-WebB, 2009). ScHolaRs havE argued that asSumPtioNS of TechnOlogiCal dEtErminIsm are PervaSiVe in popular percEptiOns and culTurE (CArr-chEllmaN, 2006; leonarDi, 2008; LIevRouw, 2006; YanG, 2009). FriedmAN (2009) exAmINED AMerican media coveraGe O F ThE 2009 Iranian PresidENtIaL Election, AnD thE ensUINg proTestS In iran dispUting tHE rEsUlts, and CoNcludeD tHat ameRican MEdia RhetorIc about TWitteR And social netwoRKing was influeNCeD BY tEChnoLogIcal determiNism. aLthoUgh tHE mEdiA AttenTion iNsPIrED Americans to become mOrE interEsted In the Iranian sTruggle, the DISCourse waS infLUeNCed by the percepTion tHat utopian SOcial traNsforMation caN inevitabLY Occur thrOugH teChnOloGY (frIedman, 2009). FriedmaN (2009) NOted ThAt interNatIonal obSerVerS haD coNcLuded the IRanian prOtEsTs WeRe dRiven BY a broad-bAsEd gRaSsrOots mOVement, More sO thaN sOcIAl nEtworkiNG tECHnolOgIeS cauSinG iNevitAble CHanGe. 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). REsearcHers hAvE foUND that TEChNolOgIcal determINIst AssumPtIons Can be prEsent in the media disCOurSe, and rhetoric By eDucaTIOnAl oFFiCIalS, tHAt cAN Accompany public Discussion AbOUt EducationaL TecHnOlogy (BeNnett & MaTon, 2010; BrOWn & CzemiEwicz, 2010; ClegG et al., 2003; CukiEr Et al., 2009; fISheR, 2006; Jones & CzemIewicz, 2010; JoNes & HealinG, 2010). 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 61 al. (2009) founD tHat hyperbolE evoking A tEChnolOgical DetermInist viEWPoINt was pReseNt iN both acadEmiC aND
 McDonald et al., 2005). M cDonald et  al.(20 05)  o bser vedthat some of t h e sa me technological deter minis ta ssum p ti ons t hat wer e  o p e rat iv einpr o gr ammed  in structi on are cur ren tl y operativei ncontempora ryinstructiona l t echnol og y.M cDona ldet al . (200 5 ) prop osed that  i n struct i onal te c h no logi sts can benefit f r om examining thei r phil os o ph i c alass umptions,in  orde r  to avo i dp l a cin g  an unrealist ic faith in the  power  o  ft echnol ogy,an d  ex pecting fro m it  more tha n it c a n deliv e r. Tech nologi cal  de term i ni st  as su m pti o ns  ca n  be  pervasi ve .Philo soph y o f  tec hno logy  assu mptions can b e u nrec o gni zed a nd ou tsid eo f o ur exp licit  a wareness 60 (Ka nuka , 2008; K rit t& W in egar, 2010;Str obe l & Til lberg-W e bb,  2 0 0 9 ).  Scholars have arg ue d th at assum ptions of  t e chnologi ca l d eter m i nismarep er vasive i n popu l ar  p ercepti on s andcu ltu re(Carr - Chel lman,2006; Le onard i , 2008; Lievro u w, 2006; Yang ,  2 0 0 9) .  Fri edm an (2009) e xami n ed A meri c an  me d ia co verag eo  f the 2009 Iranian pr es identi al el ection, and t he ensuing p r otests i n Ir a nd isputing the r esult s, and con c luded th at Am erican m edia rhet o r ic about  Tw itt erand s oc ial networkin g wasin fluence d b y techn olo gic aldet er minism. A lthoughth eme di a a ttent i on inspi re d A me ric ans t o  becom e mor e in te re s ted  in the Ir a n ianst ru ggle , t he  disc ours e  wa s influ enced bythe perc ep ti on that  utopian soci al  transform at ion  can i n e vitablyoccur through technolog y  (Fried man , 200 9).Friedman(20 09) no ted that i nterna tiona lobs e r versh a dcon cl uded the I r a nia n pro te stswere dr iven by a broad-ba s edgrassroots mo vem ent, m or e s o  t h anso c ial n etworking techn ologies ca us i ng  inevitabl e  ch an ge. The  mediadisco u rse oftechnolog ical dete rm inis m min imized the  role of  the huma n  agen t sin th e c omplex  s oci al st ruggle ,  wh ile e xagger at ing th e eff ec ts of so cial media (Friedman, 2 009).Resea rch ers havefou n d t hat techn olog ical deter min ist  assu mpt i ons c an b e  p res e nt in  the media dis c ou rse , an d rhetoricb y edu catio nal offici als,  that can accompa n y public discu ssio n abo ute duca ti onal technolog y ( Be n n ett & Ma to n, 2010; Br own & Cz em i ewicz , 2010 ; Cleg g et al . ,  2 0 03; Cu kier  et  al., 200 9;Fi s her, 20 06 ;J ones &  Cze mi ewicz,  2010; Jone s & Healing, 2010) . Usi n g  crit i cal  herm en eutic a n alys is and con tent analys is tec hniq ues,Cukieret  al. ( 200 9)  examinedm edia disc ourse  surrou nd inganinstru ctio n a l tec hnol og y i nitiative a tA ca di a  Un iver sityin  Can ada, call e d the Ac adi a  Advant ag e.T h e init i at i v e involved  aunive r s ity funded stud e nt lapto p init iative  throug h  apa rtnersh ipw i th IBM, a nd receiv e d m uc h me dia atte nt ion(C uki er  et al., 2009).  Cukieret 61 al . (2009)  fo u nd t h at hyp er bole evoking  a te ch n ologica l det erminis t  vi ewp oin t wa s p rese n t in both academic and
 McDonald_et al.,_2005). McDonald et al._(2005) observed_that_some of_the_same technological determinist_assumptions that were_operative in programmed instruction_are currently operative_in_contemporary instructional technology. McDonald et al. (2005) proposed that instructional technologists can benefit from_examining_their philosophical_assumptions,_in_order to avoid placing an_unrealistic faith in the power_o f_technology, and expecting from it more than it_can_deliver. Technological determinist_assumptions can be pervasive. Philosophy of technology assumptions can_be unrecognized and outside o f_our explicit awareness_60_(Kanuka,_2008; Kritt & Winegar,_2010; Strobel & Tillberg-Webb, 2009). Scholars_have argued that assumptions of technological_determinism are pervasive in popular perceptions and_culture (Carr-Chellman, 2006; Leonardi, 2008; Lievrouw,_2006; Yang, 2009). Friedman (2009)_examined American_media coverage o f the_2009 Iranian presidential_election, and_the ensuing protests_in Iran disputing the results, and_concluded that American_media rhetoric about Twitter and social_networking_was influenced by_technological_determinism._Although the_media attention inspired_Americans_to become_more_interested in the Iranian struggle, the_discourse_was influenced by the perception that utopian_social transformation can inevitably_occur_through technology (Friedman, 2009)._Friedman (2009) noted that international_observers had concluded the Iranian protests_were driven_by a_broad-based grassroots movement, more so than social networking technologies causing inevitable_change. 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)._Researchers have found that technological determinist_assumptions can be present_in_the media discourse, and rhetoric by_educational officials, that can accompany public_discussion about educational technology (Bennett_&_Maton,_2010; Brown & Czemiewicz, 2010;_Clegg et al., 2003; Cukier et_al., 2009; Fisher,_2006; Jones & Czemiewicz, 2010; Jones &_Healing,_2010). 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_61 al._(2009) found that_hyperbole evoking a technological determinist viewpoint was present in both_academic and