Learning can be represented in digital formats in picture, video, sound, and text. It can be collected on a click by click basis or compiled as year long portfolios. Teachers have been and continue to use a variety of systems to gather and use data for, of, and as learning with students. It makes sense for us to capture this data and utilize the outcomes to improve learning and inform system change. For example, Individual Education Plans with successful modifications and accommodations for a student in their Ontario Student Record could be at a teacher's finger tips if a student's record was searchable in an ongoing digital database. A portfolio of work could be easily shared with a student and parents at a parent-teacher interview on a tablet showing photos of progress using manipulatives in mathematics. A student could receive immediate and endless feedback from a language tutorial while writing a persuasive essay. Video feedback of a baseball throw in physical education class with movement analysis conducted through Coach's Eye could inform a student's progress. It is time we turned to the positive potential of technology to build on effective current practice and introduce new and emerging techniques for feedback and analysis in teaching.