As universities and history departments argue over how best to make history "relevant" to students of the twenty-first century, and as professors are increasingly under pressure to integrate technology into their courses, many questions remain unanswered as to the usefulness, reliability, and pedagogical soundness of the new and ever-changing technology confronting them in this century. Because technology can be mere entertainment, a waste of time for student and professor, or even pedagogically harmful, the real question is how to use it in ways that are beneficial and which promote both teaching and learning. In this article, the author cites the many potential benefits of the technology and its problems. She then discusses how she has effectively used Power Point and discussion boards for her history courses. (Contains 23 notes.)