From elementary schooling to doctoral-level education, technology has become an integral part of the learning process in and out of the classroom. With the implementation of the Common Core Learning Standards, the skills required for research are more valuable than ever, for they are required to succeed in a college setting, as well as in the business world. Traditional paperbased materials and methods have been left behind, while Web 2.0 tools and other technologies and programs are used to discover, gather, and organize information. Collaboration is encouraged and feedback has become a part of constructing drafts and disseminating discovered information and written material. The aim of this article is to answer the question, "How does technology affect the teaching and learning of the research process, and why is it important to enforce technology use into the teaching of the research process?" In other words, this article intends to discover how different research technologies are used during each step of the research process, as well as how effective these tools are in making research more efficient or instead, a consequentially more complicated process. Within schools, opposing views may further complicate the process of learning research methods, for in libraries, a greater emphasis and reliance is placed on online databases and search engines as an access point to acquire information; however, other educators and historians prefer a traditional method of research by relying on primary and paper-based resources. Therefore, this article analyzes what is currently being done with the research process in education with or without technology use, and what must occur in order for educators and students to experience more efficiency, understanding, and success while conducting research.