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Should digital media in education be assessed more critically?

At least representatives of a critical posthumanism ask themselves this question. “In education, however, the rather uncritical endorsement of a narrative of digitalisation as a means of progress and a blessing merely and rather unreflectedly underlines the dominance of technology that a critical posthumanism calls into question” (Bartosch 2019: 15). In the “brave new world of digital learning”, a critical reflection of the narrative of innovation should also take into account the underlying interests of business groups, and change the question of “what works” to “works for what”.