"Progress is at fault" only is a criticism of the criticism if it's actually progress. What if actually being forced to slow down and think about a thing is what actually makes you learn it, and anything designed to optimize a process removes its educational value? If that were true, would "EdTech" still be progress?
I imagine it would depend case by case on exactly what parts were optimized and how. Presumably it's possible to optimize for more time spent thinking as well as for thinking about more useful things.
