Thank you for writing. Your comment really got me thinking.
After all: yes, what are you/we there for?
I tend to think that yes, if you or I could be replaced by a computer, we should be. After all, if all you are doing as a teacher is explaining 'how-to', I am sure that there are videos on You Tube that do a much better job. But I suspect that you are actually doing a lot more than that.
You are a teacher. Which means that you spend a little time each day teaching someone how to do something. But you probably spend a lot more time discussing why things happen. Because you are a discusser. And you probably spend a lot of time discussing what it all means. Because you are a philosopher. And you probably spend a lot of time helping frustrated students. Because you are a saint.
Students don't need guides. Kids need folks who can facilitate their being able to explore. Kids are natural explorers. And if you really want to ruin an explorers day, put 'em in a tour group led by a professional guide. Where's the adventure in that? Where's the sense of personal accomplishment? Teachers shouldn't be guides; they should be travel agents. Teachers should set up the trip, but ultimately each student has to take the trip on his or her own.
Kids don't need an interpretor. They don't need someone to interpret knowledge for them. What kids need is an interlocutor. They need some one to argue with. They need someone who can help them figure out how to interpret life's problems on their own. They don't need a translation; they need a conversation.
I've stopped teaching. That is, if teaching implies the hierarchical management and distribution of content for the purpose of assessing whether the content was understood. Instead, I've become a travel agent. I assess success by whether or not a student learned something about the world and about themselves out there on their trip. When they come back from their journey, I'm an interlocutor. I listen to what they have to say. I let them talk to me and I hit them up with some questions and I let them talk some more because I want them to understand what (and how) they think.
I respectfully submit that technology is not hurting education. More often than not, 'teaching' is hurting education.