Academic developers in New Zealand, including many specialising in educational technology, have recently been asked to demonstrate their value to the Tertiary Education Commission in view of a new funding model (Prebble, 2011). Cost-cutting measures in other countries, including the 2010 closure of UK's agency for information and communication technology (ICT) in education Becta, have also cast doubts on the value of educational technologists. So what do the staff developers among us bring to the table? To answer this, the author discusses the following questions: (1) Can technology actually improve student learning?; (2) If the impact of technology on student outcomes is modest, what other reasons do we have to promote technology adoption?; (3) What kind of staff developer would then be the most credible and, in turn, effective?; and (4) Where does that leave educational technologists and our value in staff development?