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Abstract
Considering the lack of research on the historisation of educational technologies, the current study attempts to fill this void. To do so, the following research question is posed: To what extent have educational technologies and local histories controlled one another? Data for this question came from a naturalistic enquiry into a university in the Saudi Arabian public sector. Having analysed documents, interviews, and observations by means of the grounded theory technique, two key themes emerged: local histories controlling educational technologies and educational technologies controlling local histories. The consideration of both themes brought forth a theoretical proposition — that there are political dynamics between educational technologies and micro histories, with one continuously directing and driving the other. The recommendation is therefore that policymakers, scholars, and commentators should be more cognisant of the political tensions between local histories and educational technologies.