Purpose: The purpose of this paper is to analyze the current negative impacts of implementation while also recommending proper applications to these new technological "applications." Design/methodology/approach: This literary analysis looks at a few of the negative results of technology implementation thus far and also provides ways to correct these impacts. Findings: Technology could significantly aide in the efficacy of instruction if used properly. Educators must not merely understand how to work the basic tools for the classroom; they must utilize those conveniences in such a way that sparks interest, critical thinking, and a desire to create. Originality/value: Throughout public education, technology implementation seems to be the topic on every educator's lips and listed on every school board's agenda. Considering the generous financial support, arduous research, and extensive professional development, the expectations for positive results are unbelievably high. As school districts competitively rush to obtain state of the art equipment and demand that administrators provide professional development for teachers, educators then inundate students with constant change. Teachers are learning how to flip classrooms, provide constant communication, and utilize visual aids via new media. Students have answers at their fingertips, research is instantaneous, and communication with the world beyond the classroom never ceases. However, educators are now obliged to step back and reflect on what impact these alterations are really having. Are schools really getting their anticipated results? What impact are all of these revolutionary ideas really having on the students as a whole? What can be done to make this inevitable turn of the tide flow in the favor of effective instruction?