In this study, we attempt to determine the extent to which students enrolled in economic courses benefit from extensive use of modern technology based teaching/learning tools such as electronic slide presentations. Our results are mixed. We find more support for the traditional teaching pedagogies as compared to what is being customarily used in many of our classes. Survey findings support the view that technology intensive instructional innovations do not necessarily imply increased student engagement or achievement in undergraduate classes. To the contrary, both goals appear to be better served by traditional pedagogies at this point. According to our results, there is no correlation between the chalk and talk method and passive learning and student disengagement, a correlation that is widely assumed. More than 95 percent of our survey respondents placed greater value on the instructor's lecturing skills in their learning experience compared to alternative methods. (Contains 9 tables.)