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The purpose of this paper is to evaluate South Africa's implementation of educational Information and Communication Technology (ICT), which is led by Gauteng and the Western Cape Provinces, for participation in the global knowledge economy. Accordingly, the two provinces are in the forefront of educational ICT implementation aimed at preparing learners for participation in the global knowledge economy and national development. The paper uses Principal Component Analysis (PCA) to examine South Africa in comparison with fourteen developing countries to establish that its approach towards implementation of educational technology is not appropriate, sustainable nor effective for a developing country. Experiences of developing countries such as Vietnam, Zambia and Kenya, which are in the medium and low Human Development Index (HDI) categories, show that national technological cultures of people have not evolved into what is characterised as the 'Net Natives', which is one of the primary driving force for the adoption of blended pedagogies as an approach for implementing educational technology, to enhance participation in the global knowledge economy. [ABSTRACT FROM AUTHOR]