This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein's "conditions for democracy" as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein's framework presents a useful way of illuminating the complex interplay of personal agency and the external environment. Consequently, here we see that new definitions of time in education, specifically with regard to synchronous versus asynchronous learning, have resulted in new inequalities for those in deprived areas.