This chapter documents how Australia has had an increasingly complex perspective on the broad issue of monitoring and assessing the use of technology in education. In particular, the Australian experience documents how to monitor technology use in schools in the context of a complex governance system, as a true recognition of the variance in scope and depth that technology-based innovations have across schools and territories. In addition, the chapter elaborates how Australia is addressing the need for substantial progress in the collection of evidence concerning how young people become equipped with digital literacy skills and, in a broader sense, with 21st century skills.