ABSTRACT
As Chapter 1 has just illustrated, the use of digital technology in schools is a matter of intense conviction and passion for many people. Above and beyond the general belief that digital technology is inherently a ‘good thing’ for education in the twentyfirst century, a set of more specific transformative claims are advanced to justify the reorientation of schools and schooling along digital lines. While the imperative to make best use of digital technologies in schools may appear irrefutable, it is important to remain mindful of the symbolic role that technology often plays in discussions and debates over societal change and improvement. In this sense, many of the promises, claims and justifications outlined in Chapter 1 are best seen as inspirational and exhortative rather than actual accounts of schools and digital technologies. Schools technology – like educational technology in general – is as much a focus for wish fulfilment as it is for accurate forecasting and reasoned analysis.
