This study grounds itself in the communication, information sharing, discussion and cocreation potential of ICTs with reference to social media-Facebook. Taking a qualitative
approach, it explores the above as building blocks of new educational paradigms of learner
autonomy; learner-centered education and co-creation of knowledge through discussion
and collaboration, by exploring the various ways and reasons teachers use Facebook as
part of pedagogy in Pakistan. It suggests that, in order to understand fully the potential of
Facebook as a pedagogical tool, being egalitarian, autonomous and emancipatory, there
is a need to review the ways in which learning is viewed and evaluated.