To these developments must be added changes in educational technology – especially the use of the internet and other computer forms, and the growth of distance learning. At one level these can be seen as an instrument of localization. They allow people to study at home or at work. However, they usually involve highly individualized forms of learning and may not lead to any additional interaction with neighbours or with local shops, agencies and groups. They also allow people from very different parts of the world to engage in the same programme – and student contact can be across great physical distance.
Another type of social movement that applies to alter-globalization and our understanding of how it relates is found in collective action frames. Collective action frames provide a schemata of interpretation that allows for organization of experience into guided action. Action frames are perceived as powerful because they draw from people’s emotions, re-enforce the collective identity of the group, and create a statement from the groups' collective beliefs. Frame analysis is helpful to alter-globalization because it calls for activists to learn through their socialization and interactions with others. One of the key tasks of action frames is generating agency, or a plausible story that indicates the ability of the activists to create change. With alter-globalization every aspect of the movement suggests this ability because the goals affect the economies, environments and human relations of various countries around the world.