Abstract
Since the development of digital media, technology and didactics have been in an almost dialectical field of tension. The sentence: "The primacy of pedagogy applies" is not only used to defend against political influence or foreign subject justification contexts for educational practice, but above all to defend against expectations and demands regarding the use of digital media. Obviously, constraints on action and decision-making outside of pedagogical guiding concepts are associated with information technology, because otherwise one would not have to hold up a primacy to which they would have to subordinate themselves. The basic hypothesis of this article, on the other hand, is based on the assumption that there is no fundamental contradiction between pedagogy and technology, but only a misunderstanding of the role of digital media leads to apparent contradictions. In other words, it is only when the discussion moves from the product level, where knowledge and content are regarded as transferable artefacts, to the process level, where the formation of understanding, the constitution of meaning and the creation of meaning are in the foreground of consideration, that the real challenge of digital media for pedagogy becomes visible.
