In recent years, the Australian Government has invested heavily ($2.4 b) into the Digital Education Revolution with initiatives that aim at increasing ICT proficiencies in teachers and school leaders and equipping Years 9-12 students with a laptop each. Such initiatives should be welcomed by the science education community as ICT offers affordances that could benefit enormously the teaching and learning of science. This paper argues that as part of the sustainable changes to using ICT in science education, is the need to develop digital literacy in teachers and students. (Contains 1 table, 1 figure and 2 footnotes.)