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Technology at school: are we progressing or digressing? Is there too much or too little? Are we for it or against it? There are no easy answers to these questions, especially in light of the growing distaste for learning as students continue to lose interest and drop out, according to many recent studies (see Ryan & Deci, 20161). Technology use at school is an issue that angers and divides teachers, pedagogical counsellors, school administrators, and parents. Few education topics have sparked such heated debates as this one, according to the recent book Le désastre de l ’école numérique: plaidoyer pour une école sans écrans2 (The disaster of the digital school: a plea for a screenless school). Twenty or thirty years ago, we wondered whether technology would wield impacts on academic performance. Would it bring the hoped-for benefits of more learning, better learning, different learning, and enthusiasm for learning? From the standpoint of 2016, this question may have been poorly formulated. That is, taking sides on this particular issue—to be for or against technology in education—may have sent us down the wrong path. In 2016, in Québec and around the world, it is high time to try another route. We should drop this toothless debate and focus on the role that technology plays in education. Instead of pondering whether or not technology has a place in education, we could start thinking about how technology can help improve teaching, learning, and skills development. “How” is the operative word here. Despite the lingering disputes, the time to advocate “for” or “against” is long past. Towards mandatory digital literacy in Quebec’s Schools?