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Freire (1972) would argue for the moral imperative for education to be one of the vehicles forlifting the most needy out of their situations of marginalisation and oppression. Withoutmisappropriating their theory, I believe that even now in the UK there is a need for educationprofessionals to use whatever means they can, including ICT, to lift themselves and their pupilsout of the oppression of ignorance.KnowledgeThe inclusion of the phenomenon, characterised for my emerging framework as, ‘knowledge’,derives from my observation and reading that human beings can only make use of learningtechnologies if they already possess that which contemporary epistemologists describe as'performative' knowledge. In section 2.1, a more full description of this is summarised as ‘theself utilises its prior knowledge, skills or understanding to access appropriate digital learningresources’. Performativity as defined by Lyotard (1984) and enunciated by Polsani (2002, 1 and2), once I discovered it in New Zealand, literally, helped me to understand how we use what weknow already to master the things we do not as yet know. In order to use a satellite navigationsystem (satnav), you have to know the address or, even better, the postcode. The act ofpunching the locus into the device is, for me, a daily act of performative knowledge. 'Knowing',here is not just a noetic phenomenon (Natanson, 1970; Sokolowski, 2000), it can be utterlyembodied or unconscious as in the phenomenon of 'touch typing' or 'intuitive', in the sense thatGladwell explains in Blink (Gladwell, 2006). The point here is that humans control machines;machines do not control them. This is warranted to be 'true', through the literature in section 2.3,even in a world where human beings have created 'artificial intelligence'. There is no 'ghost inthe machine' (Ryle, 1990); there is no body-mind dualism as in the Cartesian error, againstwhich Ryle was writing. Here, in technology-related learning, phenomenologically, body andmind are as one.79Simon Hughes Ph.D. Thesis (October 2012)