ABSTRACT
Since the 1980s the educational uses of new information and communication technologies and digital media have been expanding. Whether in the form of computers in the classroom, as ‘educational technologies’ designed for explicit pedagogic purposes, or in the form of everyday new media being aligned with educational intentions, practices and activities, new technologies and media have become, it seems, almost naturalized as a common-sense feature of educational life. Schools are now seemingly built around a complex apparatus of electronic screens and surfaces, technical infrastructure, computing hardware, software and code, all hardwired to electronic communication networks.
