**7. Theoretical framework**

This paper finds the tenets of Technological Determinism, and Mediamorphosis Theories imperative. The two theories are considerably used in this paper together in a non-exclusive sense.

Technological Determinism applies to this paper because of its generic nature towards understanding how technologies are not just the base for mass communication, and contemporary mass media operations, but also how changes in technologies are determinants for changes in society, and respective media thereof. In other words, the theory applies to the generic influence of technology on humanity [12]. The Mediamorphosis Theory, on the other hand, is more specifically postulated towards a framework for understanding the constantly changing practices, and application in the media industry that can only be attributed to technology, which is hardly attributed to anything other than the technologies employed. As observed by Baran and Davis [13] Marshall McLuhan postulated the Technological Determinism Theory in 1970 towards predicting, and evaluating the role of all technologies. The explicit position relates to how technologies have been and are expected to transform media organisation, and experiences.

Thus, the two theories appear to be of the same continuum. While Technological Determinism is about the sociological implications of technologies in general, Mediamorphosis is particularly the implication of technologies to media convergences, and the opportunities for dynamic media orientations in the new, and conventional media [14].

Therefore, the adopted theories apply to this paper because of the importance of technology to society as well as the mass and the new media. Moreover, the role of technologies in the changing, constantly improving, but also diversifying forms of contemporary media, and communication means these theories are relevant. The basic assumptions, implications, and relative applications of information communication technologies justify this comparative analysis of the operational differences of the new, and traditional media, especially across societies at varying levels. For example, Sayad [15] corroborates that 60% of teachers across the world are not actively going to deal with D-ICT; just as besides 95% of students are not actively going to school, "digital mentoring" remains a key element for quality in education- lack of such digital aspects to education makes "10 points difference in learning within a country (micro-regions)."
