Prior perspective, allowed me to feel confident in embedding digital technology into my future classroom due to familiarity and accessibility to students by connecting to their interests, experiences and everyday use of technology. On a reflective note, I became apprehensive towards the thought of students becoming distracted, privacy matters, inequity to access and professional boundaries associated. I concluded that as a future educator, our decisions about technology, can impact not only our professional practice but also the safety, wellbeing and learning of students. Arguably, technology supports an array of educational benefits such as greater access to information, efficient communication, and engagement opportunities for learning activities. However, access to technology does not necessarily equate to meaningful learning. As teaching professionals, we have to evaluate if digital tools sincerely support the intended learning or rather creates a likelihood of risks and distractions. This is evident in the increasing expectation for students to bring their own technological devices to school. Anderson (2016) discusses a school’s decision to restrict laptops because of concerns that they were distracting students. Thus, challenging my assumption that integrating forms of technology into the classroom setting, automatically elevates student learning. From an ingenuous standpoint, a laptop device can provide additional enlightenment to knowledge, while, creating teaching pressures associated to students to becoming inattentive due to social media, entertainment and other related concerns simultaneously.