The notion of technology being value-free or not is an interesting one. If we agree that a sense of completeness of the learning environment comes from its potential to integrate the pedagogic dimension of learning with the means thought to make these pedagogic objective possible, then we may want to ask whether technology itself manages to faciliate such a bridge without us having to wonder about it. To follow through with this arguments, one may suggest that therefore without computers, a sense of openness that we have in mind was more a matter of pedagogy than technology.
Technology therefore serves pedagogy rather than liberates it, so it seems so far.
I would agree with this point.