Connectable empirical studies of success factors and challenges of educational processes under the constant influence of the advancing digital transformation require a profound, consistent theoretical basis. In this regard, for example, there is still a lack of a contemporary systematic classification of (digital) media to support educational processes. In the present paper, we take up this issue. Based on a critical examination of existing chronological and didactic taxonomies, we derive a technological classification in which key terms are precisely distinguished. On the first level, it differentiates educational media according to the technology used in their production and reception. On the second level, tertiary media are differentiated with respect to their role in the production, distribution or reception process. The media technology infrastructure is further differentiated on two additional sub-levels, as are the technological educational resources and tools. Finally, we critically discuss the developed systematization.