Through interaction with digital technologies for work, play, and communication, the pattern for intellectual development is being altered. The multiple intelligences theoretical framework developed by Gardner (1983) is easily employed to provide evidence that yet another intelligence, digital intelligence, has emerged. In a postmodern pluralistic global culture, the multiple intelligences theory has enjoyed success and has impacted teaching practice. By acknowledging the existence of a new digital intelligence and all of the implications this acknowledgement may create for education and communication, people increase their ability to develop effective strategies to accommodate this new intellectual style. In this article, the author discusses digital intelligence and how it can be fostered by technology. She stresses that the recognition and incorporation of this new intelligence as a category in the multiple intelligences theory would serve to widen the inquiry into responsive teaching and learning.