In the past few years, worries about decreasing jobs or even the possible disappearance of the history of education as a field of study have frequently surfaced. Hence, the question arises as to whether the history of education, as a field of study, has a future--or is it, as many authors have remarked, in danger? This article starts from the idea that our field of study is definitely not alone in its struggle: many branches of the humanities have fallen victim to similar appeals of economic efficiency and relevance. In response to these developments, digital humanities in particular have been identified as a way out of the impasse. Therefore, this article explores the ways in which digital humanities or digital history can offer valuable contributions to the future of the history of education. This paper advocates that, although digital humanities or digital history cannot magically make our problems disappear, historians of education should further embrace the possibilities digital technology has to offer for the investigation of our educational past. I argue that digital technology not only has the potential to make our lives considerably easier; it can also help in addressing new research questions, give new meaning to existing concepts within the history of education and further enhance the interdisciplinary character of our discipline.