This article discusses four different papers that critically analyze the use of technology in education and the changing language of education. The papers use different methods such as data mining, qualitative research, and secondary data analysis to investigate the issues. The authors argue that the incorporation of technology in education should not overlook the dynamism and social behavior of teachers and learners. They also highlight the importance of teachers' involvement in implementing educational changes. Moreover, the authors criticize the emerging language of learning and its impact on the purpose of education.