Problems associated with the ubiquitous presence of technology on college campuses are discussed and the concept of the flipped classroom is explained. Benefits of using the flipped classroom to offset issues associated with the presence of technology in the classroom are explored. Fink's Integrated Course Design is used to develop a flipped class approach to the author's Systems Analysis & Design course, and a resulting classroom module is provided as an example. Results of the initial use of this approach are discussed. It is concluded that the use of the flipped classroom in systems analysis and design definitely increases in-class student focus and engagement and as a result helped to increased student learning of both program specific and course specific student outcomes. Further longitudinal studies are suggested to determine effects of employing the flipped classroom approach on the continuing attainment of student learning outcomes.