Abstract
This essay argues that expectations about the future are a central category for understanding the paradoxical dynamics of the ongoing digitalization of schools. To do so, it outlines how to understand expectations about the future and which complementary concepts are particularly relevant. To illustrate the theoretical considerations, the essay uses empirical examples from a current research project focusing on the role of expectations in the debate on the digitalization of schools in Germany. The essay shows that looking at actors’ expectations helps to understand the continuous spread of new technology, as well as its constant taming.
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