This paper revisits the topic that links technology usage and academic performance by posing two hypotheses. First, there will be a negative correlation between technology usage and grade point average. Second, the frequency of technology usage will be negatively associated to successful academic performance.

In reviewing the literature, the authors confirm a mixed set of results from studies conducted around the world in different cultural and academic settings. The conclusion from this review suggests “there is no clear current agreement on the effects of technology use on academic performance.” Furthermore, using the following definition of multitasking: “divided attention and non-sequential task switching for ill-defined tasks as they are performed in learning situations” [1], there is no evidence to suggest that successful multitasking is possible in an educational environment.

Given these findings, the authors conducted research that partially supported the literature review and adds to the argument that technology appears to have a damaging effect in academic environments. While the authors acknowledge certain limitations of their study, the research does not provide definitive data that could settle this debate. This paper could be of interest to academia, as support for limited technology use by students attending college.