In this article, we investigate what we know about teacher attitudes, thoughts and beliefs towards digitalization pre- and post-Covid. We ask if this enforced change has resulted in changed attitudes, consider the development of teachers’ digipedagogical views and make suggestions about where we could go from here. In doing this we take advantage of several studies conducted in these areas leading up to 2020 and then again in the post-Covid environment to see just what teachers thought then and think now. By digipedagogy, we mean situations ‘when the special features of digital environments and their impact on teaching planning and the learning process are taken into account’ (Tampere University Teaching and Learning Centre). In our view, digipedagogy includes a pedagogical stance on online learning, distance learning and blended learning (see Siemens et al., 2015). We conclude the article by presenting suggestions that we think ought to be considered in language centre digipedagogical development both now and in the future.