In this response, Suzanne Smythe imagines the role of new technologies in community-based education as we settle into a "new normal." This article builds upon and extends Jen Vanek's suggestions in Part 1 by drawing upon research and practice oriented to digital justice. Smythe describes her experiences as an adult literacy researcher in Canada, working closely with community-based educators and researchers to map new pedagogies, as well as fissures of digital inequality, that have deepened during the pandemic. She considers how concepts of digital equity and digital justice may help educators think through the benefits and problematics of technology integration in adult and community-based education. This article adds new considerations for technology integration to Vanek's questions and principles. [For Part 1, see EJ1344704.]