Digital technologies are becoming seamlessly incorporated in all we do, no less in teaching and learning. As technological developments and interdependent social change steer us deeper into a postdigital existence, higher education institutions are observed increasing the availability of learning technologies and related academic development initiatives. Alongside these developments, models of teaching as transmission are popularly criticized and set in contrast to models of teaching as participation, which are commended and avowed as more suited for the present day digital university. This paper presents the research findings of a qualitative study, which was specifically taken up in response to observed developments. The findings derive from phenomenographic analysis mapping variation in the accounts of 27 academics describing their experiences using digital technologies for teaching. These results represent a wide-ranging description confirming previous research findings and add new detail. They reaffirm teaching orientations of transmission and participation as important and significant facets of teaching moreover existing claims based on logical argumentation. These research results potentially serve professional development constructively supporting academics seeking to incorporate contemporary digital technologies in their teaching practices.