Social Change and Educational Technologies: By Invitation or Invasion

Abstract

This empirical research looks into the theoretical supposition that the social fabric can be shaped by educational technologies. It addresses the research question: how (and why) has the introduction of educational technologies into higher education institutions influenced the social configuration? This is answered through a qualitative case study of a Saudi state university, based on analysis of interviews, observations, and documents. Data analysis underpins the supposition of the study, demonstrating that the introduction of educational technologies into a university, for good or ill, deliberately or unintentionally, can engender changes in social structures, practices and relations. The recommendation for policy action, therefore, is that, given the technologically-shaped nature of society, the planning and development process of educational technologies should be more participatory, with all different categories of actors being involved and in turn able to express feelings, articulate needs, and negotiate interests. This process should be intended to arrive at a fuller understanding of these groups’ needs, thus overcoming what technologically constrains them and therefore ensuring that the technological shaping of society does not oppress the affected public.