We talk about digital literacy for our students, but I think as faculty, we are also suffering from a lack of D.L. which makes us unable to ask the right critical questions about EdTech. Two examples: my uni recently purchased a new system that will help us manage data for accreditation processes. The dean was very excited that the system came with a free ePortfolio tool. How great to save money by getting it free with something we had to buy anyway! But of course, this ePortfolio tool is totally wrapped into and serving the accreditation process, which is really different than the kind of learner-controlled ePortfolios we were talking about initiating. Most fac and staff on the tech committee didn't know anything about the ethics of big data or how data is used by/for/against students, so we were really vulnerable to being sold a product by an EdTech company who knew exactly what we didn't really understand. Another example: our Student Success™ coaches are a bought-and-paid-for predictive analytics algorithm. Say what you will about that, most of our faculty don't even KNOW this. They think it's "personalized advising." It's hard to talk about the pros and cons of the collection of this data or the use of these predictive models with colleagues when the EdTech companies obscure their methods in the language of student-centered pedagogies. So much to love in this article, and I know I am just taking a tiny nugget here and going in a different direction, but just thinking about how to begin to talk about these issues with my colleagues, and realizing the digital literacy issue is a really significant hurdle.