The purpose of this article is to discuss the complexities of the role and place of students' own gadgets in an innovative university democratic education embedded in a conventional institution. I argue that modern gadgets greatly promote, tacitly shape, and, perhaps paradoxically, severely curb human authorial agency. Gadgets are one of the biggest enemies of traditional foisted education because they undermine the teacher's control and epistemological authority. The modern gadget models the condition of self-education. The gadget may lead to but doesn't guarantee self-education. In this article, I share the history of the adaptation of the students' gadgets in my democratic classes, my philosophical reasons for that, observed benefits and challenges, temptations, doubts, and hopes for the future.