This essay is a response to both the "Guidelines for Using Technology to Prepare Social Studies Teachers" published in this journal by Hicks, Lee, Berson, Bolick, and Diem (2014) and the rejoinder by Crocco and Leo (2015). The author agrees with Crocco and Leo's assessment that removing the principal regarding science, technology, and society is concerning, though for different reasons. The technology guidelines should include an examination of the nonneutrality of technology, including the psychological and social effects of technology, as part of this principle. This approach could foster more competent decisions regarding the implementation of digital tools in the social studies curriculum.