What are the implications of ‘new’ educational technologies for schools and the broader society? This research area explores if and how the development and use of technology, and the discourse surrounding novel technologies, shapes schooling. It draws on the observation that digital technologies are no longer per se ‘novel’ or ‘disruptive’ but are instead woven into hybrid everyday practices. In today’s postdigital configuration, critical and historical understandings of how media prefigure practices in schools become increasingly important. Projects draw on software studies, critical data studies, discourse studies and other cultural theory approaches. They analyse the media infrastructures and data assemblages of schooling and the software developed for education. They ask how technology discourses about ‘new media’ have changed over the past 150 years, and how they have shaped educational priorities. And they critically reflect on key concepts such as digitalisation, datafication, convivial technology, open education and digital fluency. For more on the Leibniz ScienceCampus - Postdigital Participation - Braunschweig, see postdigitalparticipation.org.