The digital world is full of both possibility and peril, with rules of engagement being hashed out as we go. While schools are still "hesitant to embrace new technologies as a backlash from the significant, and largely ineffectual, investment in classroom computers as an instructional panacea during in the mid-1990's" (Collins and Halverson 2009), young people have taken to the digital world and all its participatory wonders like ducks to water. Although they certainly do not need media literacy educators' help learning to operate the devices or the software, young people do need them to prepare them to use these powerful technologies responsibly and ethically. Waldorf-inspired schools may have a successful formula for the development of ethical thinking and new media literacy skills. By providing rich sensory experiences and social interactions for students from the time they are very young, these schools are sowing the seeds of new media literacy without any technology in sight. The challenge they face now is taking the next step. In doing so, Waldorf-inspired schools could be the model for Ohler's (2010) vision of a "whole school approach to behavior that sets the entirety of being digitally active within an overall ethical and behavioral context." Maybe some of these practices will even find their way into traditional schools, giving more students a chance to experience a developmental approach to new media literacy that will equip them to be creative, capable, and ethical users of today's technology, or technologies that are yet seeds in their imaginations.