David Thornburg, in a forward to the book Windows on the Future: Education in the Age o f Technology, published at the dawn of 90 the twenty-first century, stated that he was not a believer in technological determinism (McCain & Jukes, 2001). After asserting the primary importance of transforming our systems o f education, Thornburg clarified his position that how technology is used is more important than if it is used. In pondering technology now in the twenty-first century, the doctoral researcher is reminded from a dusty book how Saettler (1968) cautioned decades ago against the tendency to be preoccupied with technological devices, rather than on instructional content and the differences of individual learners. Rhetoric o f technological determinism. Integrating technology into instruction offers advantages for teaching andviewpoint 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