Reflecting on an education technology conference we attended in an Atlantic Canadian province, we problematize four major assumptions that we encountered at the conference: 1) The benefits of technology integration are educationally determinative; 2) Private industry and capital can fund technological innovation in schools without compromising their social, educational, and ethical mission; 3) Technology proficient students will necessarily address the needs of a future, imagined, economy, and a future, imagined world; and 4) Students are best understood as passive recipients of their technologically-mediated education. Ultimately, we argue that these visions of education for immediate, short term gain fail to consider other, perhaps more dystopian futures facing the learners in our context.