Any serious attempt of advancing our understanding of the potential of technology-enhanced professional learning within specific contexts of work and production needs to incorporate a thorough analysis of contemporary and emerging work practices. The unfolding digital transformation of a wide range of human activity is seemingly catalysing the emergence of new constellations and formations in the workplace that challenge traditional patterns of agency, organisation and the distribution of power and responsibility. Research on technology-enhanced professional learning that aspires to orientate and improve practice thus heavily depends on shifting its focus to the intricate details of existing and emerging systems of work. Without a critical analysis of the specific contextual constraints, instruments and regulatory mechanisms that characterise particular systems of work and production, technology-enhanced professional learning runs the risk of providing ‘solutions’ that amplify and reinforce developmental trajectories on the individual, organisational and societal level that will be more than questionable in retrospect.