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Although quizzes and written summaries are more traditional ways to hold students accountable for reading (Lowman, 1995), more than two thirds of college students report not completing assigned readings (Kerr & Frese, 2017). In this mixed-methods study the researchers explored whether using various technology tools motivated undergraduate literacy education students (n = 35) to not only read, but also learn from these assigned texts. The authors examined how the students perceived technology and the use of both traditional and technology-based reading accountability measures though analysis of survey data. Additionally, the authors compared students’ traditional and technology responses to assigned reading. Implications for instructors are discussed.