This paper investigates 2 prevalent assumptions about technologies that underpin common approaches to answering the question of how to harness emerging technologies for learning: the assumption that technologies are obedient tools to serve higher-order cognitive functions and the assumption that technologies are coherent and bounded objects traversing pedagogical exchanges. By analyzing how these 2 assumptions operate in educational discourses that advocate for the adoption of technologies, as well as in my own teaching practices when technologies fail, I argue that these assumptions prevent us from researching and practicing learning with technologies from an ecological and networked approach that centers the situated, relational, caring, and social interactions among teachers, learners, and technologies as the pedagogical encounter unfolds.
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