Students today are habitual users of digital technology. However, they do not examine the nature of their relationship with technology. Even though we are all enduring severe environmental crises including the COVID-19 pandemic, our students do not appear to see the interrelated connections between the environmental crisis and themselves. A case in point is that they have difficulty drawing a connection between environmental crises and their participation in industrial civilization. This is why it is necessary to consider technological literacy seriously for our environmental education. This study seeks to investigate an alternative way to set up the relation of technology for the current environmental education by comparing the views of Heidegger and Latour on technology. Even though the question of the two thinkers starts from the same critics of the instrumentality of technology, their strategies to overcome it are quite different. While Heidegger suggests a human-centered relationship between humans and technology, Latour criticizes the limitation of this approach and maintains that more symmetrical relations with technology are needed as a form of a network between human and nonhuman actors. In this paper, I argue for the urgency of cultivating a sense of connection for our students' technological literacy in this environmental crisis. For that purpose, I insist Latour's advice for teachers and researchers to be considered more seriously to encourage students to take symmetrical relationship with technology in these aggravating environmental crises.