This article considers the relevance of Autonomist Marxism for both research and practice in education and technology. The article situates the Autonomist perspective against that of traditional Marxist thought--illustrating how certain core Autonomist concepts enable a critical reading of developments in information and communication technology. These include notions of the "social factory", "immaterial labour" and "cognitive capital", the "general intellect" and "mass intellectuality", and the "cybernetic hypothesis". It is argued that these perspectives are particularly useful in enabling a critique of the place of education and technology inside the circuits and cycles of globalised capitalism. The Autonomist approach can be criticised--not least for its apparent network-centrism and its disconnection from the hierarchical, globalised forces of production. Nevertheless, this position offers a powerful "way in" to understanding education and technology as key sites of struggle. It lays bare the mechanisms through which technology-rich educational settings are co-opted for work, while also suggesting possibilities for pushing back against the subsumption of contemporary education for capitalist work.