In India, as elsewhere, COVID19 has disrupted formal education and privileged digital solutionism as a response. Administrators, faculty, and students alike have turned to realizations at the intersection of data, platforms, and technologies. This set the base for our ethnographic interrogations of both teaching and learning environments. Situating our research in a top tier Indian business school, we examined how the pandemic engendered unequal balances of duty, with women faculty bearing the brunt. Methodologically drawing upon ethnographic interviews with members of the faculty and administration, as well as public culture analyses, we discovered that technology mirrors existing feminist aspirations (Heidegger 1977). We posit a ‘cyborg ontology’ (Haraway 1991) for the woman academician as not merely part teacher and part online avatar, but necessarily also part female.