In this article, I attempt to critically reflect on sociomaterial approaches to learning, especially as it is conducted with digital technologies. By pursuing detailed ethnographic case studies, these approaches argue for the active character of digital technologies in the constitution of learning. More specifically, digital technologies are treated in this paradigm as co-participants—along with humans—in the formation of learning practices. Despite their invaluable empirical insights, I suggest that these approaches do not adequately emphasize the transformative potential of learners and do not conceptualize learning from the perspective of human development. In addition, I propose that, apart from empirically based research, which is the preferred mode of research of sociomaterial approaches, there is also a need for categorical thinking to conceptualize the mediation of learning by digital technologies. In my critical reflection, I draw on scholars working in the traditions of cultural-historical theory and activity theory, and on materialist dialectics more generally