In this article, the author addresses a problem encountered in her own professional life as a teacher of writing in the context of computing, a teaching field often referred to as "computers and writing," "electronic writing," or "computer-assisted writing instruction." The problem she has observed has to do with teaching technology in a curriculum increasingly driven by the labor market's need for skilled workers, having often been asked to design curricula focusing on teaching students particular technical skills, leaving little time for practicing critical reading, writing, and thinking. The increasing emphasis in higher education on placement and assessment leads her to suspect that such curricula are designed specifically to feed students directly into the digital labor market. The question she asks in this article is, "What are the professional responsibilities as educators in this context?"