In facing down the hype and exaggeration that pervade discussions of education and technology, critical scholars run the constant risk of slipping into a similar over-confidence in their own opinions.

Critical studies of education and technology should offer an antidote to the stridency of industry and policy conversations around ‘ed-tech’

For sure, this involves confidently pushing-back against hubris and bluster, but it also means not becoming too certain in the validity of one’s own presumptions and theories. 

The ed-tech critic needs to remain steadfastly circumspect, and mindful of nuance and ambiguity. 

Just as technology use in education is never wholly ‘good’, neither is it completely without merit.

Those who are naturally critical of technology use in education therefore need to remain open to being surprised, contradicted, or even confounded

This requires a readiness to change one’s mind, and a willingness to think carefully about where digital technology might have some merit or appeal.  

We may well feel suspicious about most forms of ed-tech that are currently being sold to us, but this need not provoke a blanket dismissal of the value of digital technology in education altogether.

As always, the most constructively critical question to pose is “How might things be otherwise?”.