Over the past two decades, technological advances have created new opportunities for teachers as educational technologists. English teachers, due to their proficiency in a foreign language, are pioneers in the use of technology in the teaching/learning process and have provided new opportunities for their students. The purpose of the present study is to examine the lived experience of Iranian students in social solidarity spaces with regard to their demands from English teacher-bloggers. The research method was qualitative and semi-structured interviews and a descriptive design were used to collect and analyze data respectively. The findings showed that responding well to student behaviors, achieving learner goals, time management, showing flexibility, showing a sense of responsibility and commitment, learning teamwork, and improving language learning skills were the most important demands of the followers of English teacher-bloggers. In addition, it was found that 72% of the teacher-bloggers and 84% of the learners believed that the content provided in social solidarity spaces, as a modern educational platform, met their demands. The lived experience of Iranian students illustrates the new opportunities that modern technologies are making available to students in third world countries. These opportunities will greatly weaken the long-standing obstacles and challenges of the educational systems of developing countries.