In this article, the author examines the discourse that substantiates computer use in schools. The discourse is examined from within a shared pedagogical experience with a child. The author describes the noticeable loss of language that animates corporeal awareness when a discourse is adopted that is derived from business, research, and reform literature. The notions of dwelling, communing, and revealing are played out against the notion of technological attendere (a term intended by the author to describe a directedness toward technology) (...) in an attempt to urge the reader to take a close look at the attenuating language used in the promotion of computer-based technologies. Ultimately, the reader is asked to re-instill a more humanistic language in pedagogical encoun ters that gives credence to corporeal understandings. (shrink)