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Reviewing a decade of research in learning, media and technology, a report finds that ‘the use of computers [in schools] has maintained and exaggerated inequities, with poor, minority, and female students having less access’. The date is 1991 (Sutton 1991, 475). A special issue of Educational Technology on the ‘Ethical Position of Educational Technology in Society’highlights the contributions of feminism:‘giv [ing] voice to people who are marginalized’and ‘see [ing] how various technologies encourage or discourage the process of giving voice to marginalized people’. In the same issue, drawing on a feminist ethics of care, Suzanne Damarin insists on feminism’s ongoing relevance to digital pedagogy–‘developing strategies for, insights into and resistance towards the sexist and racist construction of classroom environments’–and to the design of educational systems–‘maintain [ing] a caring ethical relationship …