The use of instructional technologies such as PowerPoint[TM] and WebCT[TM] are nearly ubiquitous in contemporary college classrooms. The literature is rich with ideas about the transformative powers of technology. What is less understood is how users perceive technology and its effects on classroom dynamics such as student attendance and participation as well as student learning. The literature offers neither an empirical nor rhetorical consensus about the efficacy of classroom technology. This study explores perceptions about the effects of two commonly used technologies through surveys of faculty (n = 485) and students (n = 3145) at a large, public university. Results indicate that individual factors such as gender, grade point average, class/faculty rank, and length of tenure influence orientation toward technology. Results indicate student and faculty differ in their perceptions of the impact of technology on student attendance, class discussion, and connections between students. We explore potential reasons for these differences and how they provide clues for improving the usefulness of technology in meeting learning objectives for all students. (Contains 11 tables.)