College student personal technology use in the classroom, namely cell phones and laptops, has become rampant. This review of literature examines research concerned with the impact of student unstructured technology use in the face-to-face college classroom and academic performance (learning). Student motivations for and descriptions of use are also examined. Unstructured use refers to the operation of said technology during face-to-face meetings for purposes unrelated to class. In brief, research demonstrates an emphatic negative relationship between unstructured technology device use during class and learning performance. While equally distracting as cell phones, laptops create an instructional challenge insofar as offering more pragmatic electronic applications central to learning. A growing consensus suggests that a total ban of all personal technology use during class is not a functional solution. Six recommendations for managing student personal technology use in the classroom are provided for teachers to consider.