In a rapidly evolving technological landscape, “Magic” indeed provides a useful lexicon to conceptualise the extraordinary and enchanting gifts technology has facilitated: Remote teaching technologies have gifted educators and students with ‘clairvoyance’, researchers retrieving information through search engines and digital libraries are in essence ‘scrying’, netizens have become ‘conjurers’ and ‘alchemists’ through artificial intelligence and virtual reality interfaces, the internet of things makes ‘telekinesis’ an everyday occurrence and of course, email and instant messaging have made ‘telepaths’ of us all. While there is undoubtedly a huge amount of practical magic offered to the recipients and users of these technologies, this paper reflects on the concern that the widespread adoption and increasing reliance on digital educational technologies have not been fully considered, particularly in relation to the psychic well-being of students whose educational experiences are being largely mediated through technological environments. This paper employs Marshall McLuhan’s theory of Media Ecology and Tetrad of Media Effects as a hermeneutic device to qualitatively analyse contemporary educational technologies—what these technologies enhance, diminish, retrieve and reverse from the individual and cultural psyche is explored. In an increasingly hybridised world, it is essential that educators and instructional designers look beyond the enchantments offered by educational technologies and consider the ways in which these types of media affect the psychic and metaphysical dimensions of learning and students’ ability to generate meaning (and meaningfully) in the digital age.