Bimber's conceptual framework for technological 254 determinism. The property technology takes precedence over other values or norms was found to be in alignment with the normative account of technological determinism. The category Technology causes social change was in alignment with Bimber's nomological account o f technological determinism. The category Technology causes unintended consequences was in alignment with Bimber's unintended consequences account of technological determinism. The humanizing framework for educational technology proposed by Strobel and Tillberg-Webb (2009) guided this study. This framework emphasizes the importance o f questioning assumptions about technology, which can correspond to ideological perspectives associated with technological determinism and social determinism. Strobel and Tillberg-Webb (2009) used a conceptual framework for technological determinism based on hard and soft technological determinism. The category Technology causes social change wasinterpreted as aligning with hard technological determinism. The category Both technology causes social change and social factors shape technology was in alignment with the philosophical position of soft technological determinism. The category Social factors shape technology was in alignment with the philosophy of technology position of social determinism. The humanizing framework for educational technology proposed by Strobel and Tillberg-Webb (2009) also emphasizes the importance of critically analyzing assumptions corresponding to utopianism and dystopianism as it pertains to educational technology. The category Technological optimism was equated with the perspective of technological utopianism. The category Technological pessimism was equated with technological dystopianism. 255 Chapter 5: Implications, Recommendations, and Conclusions An important theme in the literature concerns the importance for educational technology of critically examining philosophy of technology assumptions such as