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"Many of the promises of ICT, like those of lifelong learning, come couched in thelanguage of access and equity, appealing both to social justice and to efficiency. On itsown, this gives us no reason for rejecting the promises as false or misleading. Informationtechnology clearly does have the capacity under appropriate circumstances to reach largenumbers of learners through a few well-qualified teachers using materials developed byspecialists. In places where both books and qualified teachers are scarce, ICT may indeedhave the capacity to provide learning resources where there are none." (Lelliott,Pendlebury and Enslin, 2000 p. 48)Lelliott et. al. (2000) were writing out of the context of facilitating learning on the continent ofAfrica but their insight is transferable to the UK context. There are some important words in thispassage: 'access', 'equity', 'justice' as words related to liberation or freedom; 'capacity', 'wellqualified','specialist' as words related to education and learning.Resonances with Polsani's notion of technology as the teacher of the future (see above), Law'snotion of liberation technology and the general understanding of education as a means ofachieving freedom, if only from ignorance, make this an important quotation in the context ofthis study. Goodson and Mangan note however, “that people have different levels of access toinformation, and different levels of awareness regarding its formulation and distribution”(Goodson and Mangan, 1991 p.13). This means that control can be exerted over subordinatesbecause they simply ‘do not know’. Liberating the means of ‘knowing’ and freeing access to thesources of knowledge is actually an act, therefore, of moral heroism and revolution. As has beenshown, technology can do this. Halpin converts this aspirational understanding of the power ofICT in educational terms into a more urgent imperative to change. Since ICT has been a catalystof social revolution, he argues, curricula need to evolve to keep pace:"...the nature of modern society, in particular the most significant social revolutionspresently underway within it which are radically reconfiguring how life is currentlyexperienced and lived, and which I now want to insist demand a fresh curricular responsefrom schools. (Halpin 2003 p. 106)116Simon Hughes Ph.D. Thesis (October 2012)