This final chapter underlines the cultural-political tensions between top-down policy and on-the-ground practices: for example, the driving emphasis on employability rather than critical literacy, the unequal and/or insufficient resources available to schools for implementing policy demands, and the disconnect between young people’s social understandings of digital media and their experiences inside the classroom. To round off the book, the chapter offers three critical perspectives on education’s disconnects. The first perspective, digital education as platform capitalism, asks how collective educational ideals could be integrated into digital media for teaching and learning to prevent corporate platform interests from taking over classroom practices (Knox, 2019). The second critical perspective, digital education and disembodied literacy, suggests moving away from the celebratory stance of participatory culture and creating spaces where expertise is co-constructed as something emergent instead (cf. Hanks, 2006; Swann & Deumert, 2018). The third perspective, digital education and/as materiality, addresses the inherent irony in the use of digital devices in education that are used to minimize social inequalities in the global North, whereas the production of the very same devices continues to exploit natural resources, human labor, and increase injustices in the global South (e.g. Deumert, 2020; Knox, 2019).