It is hard to get traction on this issue for some reason. Perhaps this is because the Ed-Tech companies would say they want the same things as we do — to enable individuals to learn and be curious and collaborate in the ways that make the most sense for them. Perhaps it is because children seem so drawn to technology. And sadly, perhaps it is because it is so much cheaper to give a child a device than to train and retain teachers.

I can’t speak for your particular context, but in my experience in Ontario there has been slow withdrawal of humanity from all parts of our institutions. The mindless reliance on technology as some sort of saviour is one symptom of this larger malady. Discussion and common sense (a loaded term, I admit) have been replaced by policies and rules which make decisions for us. Community has been replaced by networks. People have been replaced by automated kiosks and websites.

There is an unwillingness to be present and to engage — almost a fear of it, that permeates society.

With respect to religion, I have discussed this topic with many priests. It usually starts over concerns about the number of people attending Mass. They feel that they are welcoming and working for the good of all, and they struggle with the apathy and the detachment and sometimes the animosity they encounter. I ask them how they are present for and with these people and what they are doing to build relationships. Even in our Catholic schools, it is rare to see the parish priest visiting, working, playing, talking with the children — so how can these children grow up feeling that they have a home in the Church? This is just one small example I know, but it calls to mind the good advice that we often give our little ones when they struggle with their peers: To have a friend, you must be a friend.

There is safety and security in withdrawal, I guess. Just as there is safety and security in standardization. It means we can’t get hurt emotionally, or intellectually, or in any other way and that we are also freed from having to use our personal and professional judgement. It means that we pass along difficult decisions to answer keys instead of figuring things out and talking to students.