Recent policy initiatives indicate that students should develop expertise in constructing viable arguments, engage in meaningful mathematical tasks, and strategically use appropriate tools, including technology. However, little research has been conducted that specifically examines the interplay between these three activities. The purpose of this paper is to describe the relationship between eighth grade students' uses of technology, the tasks in which they engage and how these relationships influence students' arguments. Findings indicate that specific types of tasks elicited certain uses of technology, and there seemed to be a relationship between the use of technology and the structure of the argument. [For the complete proceedings, see ED584443.]