A literature review specific to family and consumer sciences (FCS) and technology implementation in content delivery reveals an absence of sufficient information for preparing future FCS professionals. Is this absence reflective of an FCS reluctance to "cross the digital divide" and fully engage with students who reside in a world immersed in digital connectivity and immediacy? Or is this absence reflective of a lack of transparency or focus in sharing how we implement technology throughout the FCS educational process? Do we have a collective stance on the risks and benefits of crafting technologically rich educational experiences for our students? If so, where do we stand? And if not, should we formulate a response reflective of our discipline's values?