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The paper critiques framing digital technology as simply “technology,” highlights the spread of technological solutionism and the promise of a panacea for educational problems, and analyzes collateral impacts on educational practice, especially persuasive technologies and Big Data. 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Sancho-Gil  \n[jmsancho@ub.edu](jmsancho@ub.edu)  \nUniversity of Barcelona, Spain  \nAbstract  \nIn the last fifty years, the remarkable development of digital technology, that has permeated practically all social, economic, and cultural, political, and technological realms is producing several phenomena that have a direct impact in education . In this paper, I discuss first, the fact that more and more we refer to digital technology as just‘technology”, as if the rest of the many organizational, symbolic, artefactual, and biotechnological developments were something “natural”. Second, I refer to the rise and spread of technological solutionism in education and a growing discourse that sees every new digital technology as the arrival of the Promised Land, as the panacea to solve the problems of education . I go on analysing the collateral effects of this discourse in the educational practice, with an especial reference to persuasive technologies and Big Data . The article concludes with the request and the need for researchers, practitioners, and education policy makers to avoid the temptation to solve a deeply \"wicked\" problem such as education with simple solutions .  \nKeywords  \nEducational Technologies; technological solutionism; critical technology; persuasive technology.  \nJuana M. Sancho-Gil  \nDigital Education Review-Number 37, June 2020-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n195  \nI. Introduction: the endless transformation  \nIt is not the first time I am referring to topics covered in this article . And probably I will be on dealing with them over and over again . As researcher and educator, with Gramsci, I believe that the main aim of education is to promote men and women’s development to move with their time . For this motive, I have repeatedly argued the importance of participating -and not only blindly accepting- in the configuration of our time and continually rethinking the role of every living entity and their environment in its possible scenarios (Sancho, 1995, 2004a, 2006, 2020, 2018, 2019a, 2019b; Sancho-Gil et al., 2019) .  \nOther reasons for dealing with these issues in my research agenda lie, on the one hand, on the conviction that, as argued by Socrates, essential matters must be reminded again and again . And, on the other, on the vision that  \nTechnology is not a thing in the ordinary sense of the term, but an \"ambivalent\" process of development suspended between different possibilities . This \"ambivalence\" of technology is distinguished from neutrality by the role it attributes to social values in the design, and not merely the use, of technical systems . On this view, technology is not a destiny but a scene of struggle . It is a social battlefield, or perhaps a better metaphor would be a parliament of things on which civilizational alternatives are debated and decided (Feenberg, 1991, p. 14) .  \nFrom this perspective, for life in this planet, and even more important for education,“in choosing our technology we become what we are, which in turn shapes our future choices” (Ibidem, p. 14) . Specially if we consider that the field of education has always been highly dependent on technological systems developed in other fields (Cuban, 1986; Noble, 1991; Zajda, 2015) .  \nLife evolution, but also war and destruction, cannot be understood without technological development. The entanglement of artefacts, symbols (writing, numerical, digital systems, maps, icons, money, etc.), organizational techniques (Taylorism, Fordism, Toyotism, etc.) and biotechnologies (from agriculture to genetic modification) have been profoundly affecting, for good and bad, nature, nurture, and cultures, living creatures and matter .  \nhave been profoundly affecting, for good and the bad, nature, nurture, and cultures, living creatures and matter .  \nThe history of technological developments shows how the widespread ","cbCaiabkDft44Isb","https://ap.wps.com/l/cbCaiabkDft44Isb","pdf",119437,13,"English","# Abstract\n# I. Introduction: the endless transformation\n## Digital technology, education, and solutionism\n## Ambivalence of technology and social values\n## Collateral effects: persuasive technologies and Big Data","[{\"question\":\"How does the paper describe the relationship between digital technology and education?\",\"answer\":\"It argues that digital technology has spread across many social and cultural realms and is producing direct phenomena that impact education. It further examines how this influence shapes educational practice.\"},{\"question\":\"What is “technological solutionism” in the context of this article?\",\"answer\":\"The paper describes a discourse that treats each new digital technology as the arrival of a “Promised Land,” framing it as a panacea to solve education’s problems.\"},{\"question\":\"Why does the article warn against simple solutions for education?\",\"answer\":\"It concludes that education is a deeply “wicked” problem, so researchers, practitioners, and education policymakers should avoid the temptation to solve it with simplistic answers.\"}]","Digital technology as a trigger for learning promises and realities | PDF",1792092140,33]