Why do some innovative education projects fail to innovate or educate? Do they fail for worthy reasons? This present paper proposes four aspects for examining digitalization in discourse and practice. To test these aspects this paper questions a reasonably innovative and successful course combining contemporary Virtual Reality equipment with visual arts pedagogy. By examining 1) historicity and novelty, 2) irreversibility, 3) speeds of change and 4) sustainability this paper attempts to help us to distinguish actual progress from mere change. This dialogue outlines a framework for the process of becoming digified. In this process towards dignified digitality digital elements mix with or displace other elements of a given whole while maintaining a balance between the amount of change and the available resources.