Children, educators, and researchers who live with Wurundjeri country in Melbourne, Australia and Coast and Straits Salish territory in Victoria, Canada, have been wondering about the possibilities for thinking with digital technologies to risk new attachments within early childhood education pedagogies: how can Facetime become a practice of attuning to our common worlds, collectively? We connect via live videoconferencing sessions in an urban forest and park, exchange video encounters with the forest and park, develop hybrid practices of mapping, notice water and drought, and swap sounds shared by slugs and frogs. Together, we work to share stories that make public, and force us to grapple with, the tensions of generating pedagogies response-able to the contemporary, colonized times and lands we inherit. We foreground process in our Facetiming inquiry, as we consider how collective digital storytelling holds us differently accountable, and how we might generate connections that matter as they complexify our pedagogical relationships. Together, we ask how we might tell stories of pedagogies with technology, with more-than-human-others, and with a deeply-felt accountability to settler colonialism.