Instruction in history is important for all students. However, students with specific learning disabilities (SLD) often struggle to learn information in this content area. Instructional strategies proven effective for students with SLD are those that include active student responding (ASR), which are observable, measurable responses to instructional antecedents. Using an alternating treatments design, we compared a low-tech ASR condition (interactive notebook strategy) to a high-tech ASR condition (Quizlet Application on an iPad) used as end-of-session reviews of history content. Participants were seven Hispanic middle school students with SLD. Results showed that all participants made improvements using either ASR method over a series of pretest control probes and that differences between the two conditions were negligible. These results, and implications for practice and future research, are discussed.