In this paper, we discuss findings from a recent academic development project in which we engaged with students in an exploration of "how" they think and "what" they think about in the process of creating solo-authored choreography. The project emerged from a revisiting of the reflective frameworks identified in the validation documents for a series of choreography modules, in order to explore how the incorporation of digital technologies might facilitate students in their choreographic practice. The discussion explores creative, critical reflection in and on action, and outlines what we mean by "digital reflection" (using digital technologies to enhance creative reflection). Finally, we evaluate perceived benefits and impact of digital reflection folded into choreographic practice, where enhanced personal awareness can help choreographers identify their deepening discipline as art makers.