In the span of less than a single generation, knowledge workers have gained unprecedented access to continuous informal learning opportunities through interactive technology. This article summarizes a 2011 research study that I conducted, which examined the phenomena of ubiquitous technology resources and the systemic mediating effect on learning and performance in a social setting. Another way of looking at the problem is that we are more connected than at any point in the history of civilization. Yet there is vast inconsistency in the way technology is perceived and used by knowledge workers in the same cultural setting, tasked with the same activities and performance goals.