In the 1900s, student affairs professionals were faced with decisions about how to incorporate new forms of technology into the college community. New technologies during the twentieth century that institutions had to plan and prepare for included the telephone (invented in 1870), television (invented in early 1900s), cable television (available in the 1960s), and (unnetworked) computers (1980s). Professionals along the way have had to make decisions about how to incorporate these new technologies into the college environment. In the 1990s, the United States experienced a rapid growth of computer technology along with greater availability of cell phones. Recently, student affairs professionals have been concerned about the negative impacts of newer technologies: the possibility that social networking Web sites, instant messaging, and text messaging are detracting from student interpersonal interactions. More recently, student affairs professionals have been investigating ways in which they can use these technologies for student benefit. Unfortunately, little research is available regarding the impact that Internet and cell phone technology is having on students and the college community. In this article, the authors call on the student affairs professionals to come together to support research in the area of student technology use and student engagement. These professionals have an obligation and an opportunity to support students moving through the college-years stages of psychosocial development by helping them use technology in appropriate ways. As technology continues to advance, professionals must stay up-to-date on what is available, how students are using it, and how it may or may not affect their institution.