The knowledge of how to use information technology is a critical human capability for a person to realize the various things he/she values doing or being in all dimensions of his/her life. At the center of this process is a person s ability to access, process and act upon information facilitated through the use of new technologies.

The main purpose of development is to spread freedom and its thousand charms to the unfree citizens. The author explains how in a world of unprecedented increase in overall opulence, millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedom and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism.

Since the publication of Nobel Laureate Amartya Sens flagship book "Development as Freedom," development has been redefined in terms of human capability and opportunity. This approach has come to underpin the United Nations Development Programs influential Human Development Reports, and has had considerable significance in both academic and policy circles.

The digital age began in 1939 with the construction of the first digital computer. In the sixty-five years that have followed, the influence of digitisation on our everyday lives has grown steadily and today digital technology has a greater influence on our lives than at any time since its development. This book examines the role played by digital technology in both the exercise and suppression of human rights. The global digital environment has allowed us to reinterpret the concept of universal human rights. Discourse on human rights need no longer be limited by national or cultural boundaries and individuals have the ability to create new forms in which to exercise their rights or even to bypass national limitations to rights. The defence of such rights is meanwhile under constant assault by the newfound ability of states to both suppress and control individual rights through the application of these same digital technologies. This book gathers together an international group of experts working within this rapidly developing area of law and technology and focuses their attantion on the specific interaction between human rights and digital technology. This is the first work to explore the challenges brought about by digital technology to fundamental freedoms such as privacy, freedom of expression, access, assembly and dignity. It is essential reading for anyone who fears digital technology will lead to the 'Big Brother' state.

The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.

Three decades into the ‘digital age’, the promises of emancipation of the digital ‘revolution’ in education are still unfulfilled. Furthermore, digitalization seems to generate new and unexpected challenges – for example, the unwarranted influence of digital monopolies, the radicalization of political communication, and the facilitation of mass surveillance, to name a few. This volume is a study of the downsides of digitalization and the re-organization of the social world that seems to be associated with it. In a critical perspective, technological development is not a natural but a social process: not autonomous from but very much dependent upon the interplay of forces and institutions in society. While influential forces seek to establish the idea that the practices of formal education should conform to technological change, here we support the view that education can challenge the capitalist appropriation of digital technology and, therefore, the nature and direction of change associated with it. This volume offers its readers intellectual prerequisites for critical engagement. It addresses themes such as Facebook’s response to its democratic discontents, the pedagogical implications of algorithmic knowledge and quantified self, as well as the impact of digitalization on academic profession. Finally, the book offers some elements to develop a vision of the role of education: what should be done in education to address the concerns that new communication technologies seem to pose more risks than opportunities for freedom and democracy.