ABSTRACT
This chapter argues for the complete reassessment of the digitalisation of education in light of impending climate breakdown and eco-compromised futures. Put bluntly, this chapter raises the contention that critical discussions of education and digital technology need to anticipate radically different technological forms that are fit for wholly different environmental, societal and planetary circumstances. Anticipating that current forms of digital technology will not persist and function as usual, it challenges us to act on the knowledge that simply continuing with further intensive all-encompassing digitisations of education (as we have witnessed over the past 20 years) might well not be feasible. As such, it challenges us to consider what alternate forms of digital technology use in education might be necessary in the medium- to long-term future. In essence, this chapter considers a straightforward question – is the ongoing intensive digitalisation of education part of a realistic ‘liveable future’, or even just a ‘survivable planet’, and, if so, in what form?
