In this paper, Stefano Oliverio revisits a central theme of John Dewey's "Experience and Education" and shows its continuing relevance by contextualizing it within a momentous issue in education today. More specifically, he attempts to proceed along the path of Dewey's engagement with progressive education by marshalling some of Dewey's arguments in discussing what he calls--with a touch of irony--a techno-revolutionary tone recently adopted in education. With "Experience and Education" Dewey provides us with a model of how to engage with some detrimental drifts that even "good" ideas and methods can incur. With that said, Oliverio takes Dewey's approach as paradigmatic of how we can contain and problematize some of our enthusiasm about the role technology can play in bringing education out of its current predicaments. Following the backdrop for this topic provided in the first section of the paper, the following two sections of the paper focus on the ways in which the web's presentism risks undermining and dissolving the continuity that Dewey took as one of the criteria of educative experience. Instead of addressing the issue directly with Deweyan resources, Oliverio draws upon some ideas of the contemporary French philosopher Bernard Stiegler, but interpreted through a Deweyan lens.