Instructors incorporate technological tools into the classroom to address short attention spans, appeal to technologically savvy students, and to increase engagement. This study used both quantitative descriptive and qualitative embedded assessment data to examine the use of three popular tools (i.e. Twitter, Facebook, and video chatting) in academic task groups. Qualitatively, the students (N = 28) commented on group affect, computer mediated communication (CMC) affect, and barriers and facilitators to both task accomplishment and relational development. Quantitatively, the students who were randomly assigned to one of the tools did not differ in cohesion, motivation, satisfaction, group hate, affective learning, or cognitive learning.