University lecturers use a wide range of technologies when teaching and there has been much research into how particular technologies are adopted. However, there are also many technologies that, despite early promise, are no longer being used in university teaching and have been abandoned by institutions or individuals. This article presents the results of a qualitative investigation into why university lecturers stop using technology. It used detailed episodic narrative interviews to explore the experiences of lecturers using technology in their teaching at three UK universities. While the data provides examples of technologies that were discarded as they became outdated and were replaced by new devices, this was not the only reason that technologies are rejected. The data also demonstrated that even relatively up-to-date or innovative technologies or practices (e.g. the use of Facebook) may be abandoned. The article discusses the participants' experiences of ceasing to use technology and demonstrates the importance of context in decisions about using technology and social media in teaching. The article argues that studies of technology adoption should be accompanied by research that revisits the sites of these studies to consider how the implementation of technology continues over time and how it comes to an end.