Background: Technology brought radical changes at each level of education. Traditional concept of education, "learning by doing" has extended by "doing and making to learn with technology". Pedagogically, technology facilitated in terms of management, communication, administration, coordination, development, collaboration and distribution of learning activities. It also turned classroom environment from teacher-centered to student-centered and overall the educational institution structure. The invention of new technological approaches in education has resulted in debates about their implementation, positive and negative impacts on teachers and students in different universities of Pakistan. Aims: The vital role of technology motivated the researchers "to investigate limitations and perceptions of the possible or actual effects of technology in teaching at higher education level in Pakistan". Method: Survey method was adopted to collect the required data. To conduct the survey, questionnaire was developed, which was applied in eight different universities of Punjab. The questionnaire was administered among 450 teachers; out of which 336, (81%) questionnaires were collected successfully after completion. Results: Maximum 74%-100% sampled teachers classified demographically were utilizing technology in constructing question papers and preparing lectures/notes online. Minimum 2% or no response was observed in assessing students online. Conclusion: The prominent effects found from teachers' responses were "the re-usability of lectures and easy to update and modifications; re-produce ability of question papers with minimum mistakes; students' interest in multimedia-based lectures; preparing and sorting students' merit lists". (Contains 8 tables.)