ABSTRACT
The figure of the autonomous learner plays a key role in the discourse about digitalization in education. A common assumption is that the process of digitalization not only changes the educational infrastructure but also comes along with fundamental transformations in learning processes towards independent and autonomous learning. In that sense, the so-called digital revolution has the potential to fundamentally change how educational institutions operate. This chapter discusses how different actors assess and justify the value of digital education for self-directed and autonomous learning. The analysis presented is based upon the theory informing the sociology of conventions. The resulting research sheds light on the doubts and utopian ideas that different actors ascribe to autonomous and technology-supported learning in schools.
