The American College Personnel Association recognized the increased prominence of digital technologies in student affairs work, developing a technology competency area that includes foundational, intermediate, and advanced objectives for data use. However, as the role of technology use in student affairs practice rapidly changes, it is increasingly difficult to anticipate the potential for harm that comes from technologies that are often opaque. Data-driven technologies (even those that are well intentioned) can reinforce the injustices that exist within higher education through policies, processes, and practices that are guided by historical bias baked into the data. In this environment, there is the potential for algorithmic and institutional bias, discrimination, and surveillance to proliferate. In this article, the authors provide a history of how we got here, identify ways in which digital tools can create or exacerbate harm, and offer a framework for data justice in student affairs practice to guide the development and implementation of student data systems. To address these concerns, the author's framework calls attention to specific aspects of technology and data use in student affairs practice and the potential for harm they represent. They also offer strategies for how student affairs practitioners can proactively anticipate and mitigate the harm that come from surveillance technologies, including removing technologies from circulation that seek to discipline students.