See what else Buckingham has to say:

• Digital Media - the internet, mobile phones, computer games, interactive telelvision - now an indespensble aspect of . . . leisure-time experienes(vii).
• I have explored moving image media such as television and film, how they are produced, the characteristics of media 'texts' and how they're interpreted (vii).
• Computers and other digital media are technologies of representation: they are social and cultural technologies that cannot be considered merely as neutral tools for learning   [computer games and  the internet as media rather than technologies] (vii).
• WE NEED TO BE TEACHING ABOUT TECHNOLOGIES, NOT JUST WITH OR THROUGH THEM (viii).
• A great deal of learning involves technology of one form or another (if we grant that the printing press or even the pen are forms of technology); and a great deal of learning is inevitably mediated (again, if we grant that the book – or indeed the curriculum itself – is a medium, a means of representing the world, just like television or the internet) (ix).
• The use of information and communication technology in education was seen as central to . . . process of ‘upskilling’ the future workforce and ensuring its employability  . . . From this perspective, then, the use of technology in education is a direct response to the demands of the modern economy  . . . a ‘computer literate workforce’(15, 16).  . . depriving a person of a franchise or right.