Communication, knowledge, and democracy in an age of digital education. In the article, we problematize the concept of digitalization from educational perspectives by drawing on a) John Dewey’s discussions on school as a communicative hub for democratic societies, and b) Bernard Stiegler’s critical remarks on digital communication. The ongoing digitalization of public education appears as a fast-moving process, where various technical solutions and quick implementations are given priority, and where teachers’ work is formed and limited by the technology that is currently rewarded. In the light of this, the article aims to contribute with perspectives on the digitalization of schools and society that stretch beyond questions about competence development for teachers and pupils. The overarching question for the article is: how might school function as a place that considers the societal impact of digitalization, given that it should also work for teachers’ and students’ communicative and interpersonal relations in the lived practice of teaching?