Although invited to guest edit a section/issue on digital technologies, I selected the term ‘digital learning’ to drive this special issue as I hope these two words capture the application of digital technologies to pedagogical processes and learner experiences. One of many possibilities, the choice of terminology is in reaction to my perception that terms like ‘elearning’ and ‘technology enhanced learning’are dying a natural death. For some, elearning is associated with compliance, while any mention of ‘technology’ without ‘digital’ as a qualifier can be confusing in a context where technology is intervention by design (Ministry of Education, 2007)