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Edtech provides a useful empirical object of study because of the increasing deployment of new digital technologies in educational organizations; our focus is on higher education institutions (i.e. universities) in the United Kingdom. The empirical analysis is split between a discussion of digital infrastructures and architectures of (data) assetization in higher education; the tensions arising between new digital infrastructures and legacy infrastructures in UK higher education institutions; and the implications of reconfiguring legacy infrastructures for UK universities. 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