Dialectical discussions appear to vary from leaders within different educational systems. For example, in the U.K., conversations around new technology fires imagination and elicits deep excitement, whereas education leaders in the middle east tend to feel apprehension and shift focus to the ‘dark side’ of technology. Therefore, it is practical to promote an understanding of the subject, the connection between information technology, social control, and power regimes.
Firstly, technology presents a learning environment culture and a pattern of communication and thinking; all these precede the social order of the classroom. The concept of ‘speech’ is no longer confined to a spoken conversation and is often used on virtual platforms. This paradigmatic change serves as a new way the general population view world functions, thus, technology companies become a mediator in learning.
Despite a collaborative goal of eliminating illiteracy, there are tensions between those states who operate top-down sovereignty and the contrastingly vertical moving technology giants. For example, Google China, a subsidiary of Google was welcomed at its launch in 2000 and reached 37% market share of a population of 1.3 billion, however, in 2006 government officials began a campaign to censor the content on Google in the belief that it would promote internal ventures rather than international ones.
Google refused to cooperate with China’s Great Fire Wall (GFW) mission and in 2009, their video sharing platform, YouTube, was banned from the country. This period saw the rise of social networking sites, such as Facebook and Twitter, and to operate