The aim of this article is to provide a Habermasian-inspired approach to the application of educational technologies. Such an approach is advocated here in order to counter voices that are critical of the idea of applying technology in the classroom, as well as current (instrumentalist) views that uncritically and unreflectively embrace technology. The author claims, based on Habermas's analytic division between lifeworld and system, that the circular process between social values and technological development must be maintained if the malaises of instrumentalism can be confronted. The author also shows that applying educational technologies towards the development of autonomous communicative competences reinstates this circular process and supports the development of a vibrant democratic culture. (Contains 3 notes.)