Abstract The lives of new generations of youth with computer and internet access are completely integrated within a virtual sphere for gaining knowledge, skills, and aptitudes. The normalization of digital technologies in the formation of subjectivity has grown since the 1970s to evolve into a veritable fusion of the practices of everyday life with the socially networked platform of Web 2.0. The use of computers has moved from strictly scientific purposes, to business application, the public sphere of entertainment and media consumption, but only relatively recently to mainstream education. From Microsoft, Cisco, and Apple to the United Nations, pedagogical institutions, and government agencies, policies regarding the educational use of technology have evolved in relation to global economic imperatives. The public sharing or auctioning of knowledge is based around an ethos of a corporatized “social responsibility” that generates more profits in the end. Alliances between technology giants with national governments have resulted in the integration of proprietary technologies into schools in the form of computer and software donations like the One Laptop Per Child Program. While “modernizing” the digital infrastructure of schools, these pedagogical and technology partnerships benefit the corporate agenda of maximizing exposure to their products for profit and making education a skills based enterprise. The result has been an educational quest to instaurate new levels of cyberacumen into curricula on a global scale as a form of technocracy.