Any use of technology that undermines the richness of human relationships is presumed suspect, especially technologies that encourage passivity rather than creativity.  … The heart of education is not the transfer of knowledge, but the nurturing of relationships – of child to teacher, of children among each other, and of children to nature. Academic learning, while important, takes second place to the more central educational task of growing in relationships, and in fact often occurs as a side benefit to it. In this process, the intrusion of a machine is counterproductive.

Technology is never neutral. The technologies we use always have an effect on us.