In this article, the author details how art teachers can reframe post-internet art as a catalyst for teaching and learning toward the future in art education curriculum development. The ideas presented here could be adapted to K-12 and university-level teaching and learning in art education, particularly coursework that focuses on introducing digital artmaking. The significance of reframing post-internet art as a mode of inquiry for art classrooms points to a future of art curriculum that actively (1) opens modes of inquiry that encourage a shift toward collective and collaborative artmaking and sharing, (2) embraces online interaction as a conduit for offline interaction and material engagement, (3) stimulates more horizontal and networked structures of learning, (4) qualitatively decenters digital artmaking curriculum from hegemonic art canon narratives, and (5) privileges artist and student voices in the cultivation of critical media literacy through artmaking.