This essay addresses the use of graphing calculator and spreadsheet technologies in the area of Algebra. Through the examination of research pertaining to the implementation of graphing calculator and spreadsheet technology, attention is given to how these technologies affect and are affected by learners and learning, the learning environment, curriculum and instructional strategies, and assessment for Algebra. The essay presents findings that address the importance of instructional strategies that are conducive to effective graphing calculator and spreadsheet use, including a focus on using multiple representations, investigatory activities, and a focus on deep conceptual understanding. Discussion of the necessity for social and sociomathematical norms for a classroom environment utilizing these technologies, as well as challenges such as introduction of a computer programming environment are identified in the section pertaining to the learning environment. Analysis of the research on outcomes for student learning presents findings of the positive affects graphing calculators have on the learning and understanding of variables and functions, as well as the affects spreadsheets have on students' understanding of variables and their ability to generalize symbolic rules to represent situations. Limitations in the nature of the research pertaining to spreadsheets affects on student learning compared to peers without access to this technology are identified as a weakness in making determinations about the use of this technology. Examination of the research on graphing calculator use identifies that the implementation of this technology can be beneficial even when assessment may occur without the use of a graphing calculator, and shows no Algebra topics where the use of graphing calculators are detrimental to performance on assessment. Levels of implementing graphing calculators on assessments, is also discussed. Failure of research to provide comparisons between groups using spreadsheet technology in instruction and groups not using this technology hinders the ability to make decisions pertaining to the effects of this technology on standardized assessments. Challenges for assessing spreadsheet work in the classroom, and the need for rubrics to assess this work are also discussed. The essay presents how this information will affect personal practice in the Algebra classroom, and its application for future Algebra instruction.