The field of school psychology has seen the gradual implementation of technology in day-to-day practice. The earliest computer-based technology adopted by school psychologists consisted of software programs used to score tests, run analyses for multi-tiered systems of support, and aid in tele-consultation. These tasks have one thing in common; they require a human to drive the computer-based activity. The use of technology independent of human support is in its nascency among school psychologists, but the development of these types of tools continues at a rapid pace. This conceptual paper discusses self-driven technological options, both current and developing, for school psychologists to use in assessment, consultation, and counseling. Such technological tools come with their own problems, but they also offer unique benefits previously unavailable to school psychologists. This paper discusses the pros and cons of using these tools. In addition, the author describes the need for additional research as well as updated ethical guidelines related to the integration of technology into the practice of school psychology .This conceptual paper examines the established paradigm that only humans can deliver school psychology services. The work offers predictions for school psychologists as to which aspects of the job are most and least replaceable by self-driven technology.