This study was undertaken to highlight the ecological implications of EdTEch, the excessive nature of modern digital technology, to examine the need for sustainable practices in the ICT sector and education's involvement therein. The environmental impact of EdTech remains an underexamined consequence of the use of digital technology in education contexts, one that is not often considered among known issues of digital education. This impact is growing exponentially with the presence of Artificial Intelligence in the sector. The selection and adoption of EdTech tools is deeply influenced by institutional policies and governance, which have remits to reduce ecological impact and carbon footprint, but rarely consider digital technology and EdTech as part of the harmful contributors. Understanding and addressing these interconnected challenges is critical for aligning EdTech with planetary and social equity goals. The study follows a "possible action structure" used by Neil Selwyn that considers “business as usual”, “greening” EdTech, and “burning it to the ground” to critically analyze the sustainability claims and practices within the EdTech sector. Actionable insights are drawn from the empirical examination of case studies; selected socio-technical educational practices, in which computing technologies are embroiled, including solar-powered websites, self-hosted systems, and upcycled hardware infrastructures. The outcomes of the research identify practical strategies, for people to come together and directly counter EdTech’s environmental footprint. The research uses an exploratory case study methodology, and a theoretical framework which is directly influenced by the principles of ecojustice and permacomputing. These perspectives provide a lens for evaluating the ecological, social, and cultural dimensions of EdTech and for proposing sustainable alternatives. The study situates EdTech within broader socio-political and cultural contexts, contributing to critical debates on its future. By connecting the critical analysis with possible solutions, it opens avenues for constructive dialogue on aligning digital education with ecological responsibility, aiming to offer critical insights for policymakers, educators, and technologists.