Technology has long been a part of the classroom space. Sometime in the 1990s, the word technology was co-opted to refer only to digital tools. "Technology in the classroom" or "technology stocks" or "the dangers posed by technology" came to refer only to digital technology rather than to technology as a whole. As such, much of the discussion surrounding those new tools--pro and con--has been far too narrow in scope and consequence. In order to thoughtfully approach digital technology acquisition and use in classrooms, the author proposes to look at technology inclusively; that is, view digital technologies as part of the larger "information ecology" of the classroom, which has long housed technologies of many varieties. In this article the author proposes 10 questions, the answers to which will help guide faculty in adapting digital technology for classroom use. These questions especially target those late adopters who have largely refrained from employing digital technology in the classroom. The guidelines built around the answers to these 10 questions present a thoughtful approach to digital technology, one that does not assume that teachers should automatically adopt the latest tool for fear of appearing behind the curve. (Contains 14 endnotes.)