Teaching technology when technology moves at the speed of light can be a challenging task. In addition to the fast-paced changes in this field, students possess a range of skills, experiences, and attitudes about technology such that there is no common baseline for content and activities. This article reflects on a technology-related crowdsourcing exercise implemented in a graduate professional course. The collaborative learning exercise fosters autonomy and peer-to-peer learning and has resulted in the exploration of more technology tools than could be shared by one instructor.