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Megan Shemeley
Writing with Technology
Professor Mangini
April 2015
Technology in the Classroom: Pros and Cons

Many believe that technology has improved the way in which teachers plan and teach
their lessons, as well as the overall effectiveness of lessons. Technology has come to be part of
this generation's everyday life, leaving many constantly using it. The term habitus means a
certain behavior or belief that has become part of a societys structure, which is exactly what
using technology has become (Buczynski, 2013). The importance of technology to students in
school has completely changed the way teachers are teaching in their classrooms. Videos, songs,
PowerPoint presentations, and document cameras have proven to help teachers to reach out to
students who rely heavily on technology to understand content. While studies show that
technology has a great influence on students' progress in recent years, not all districts are
fortunate enough to have these resources. In my own experience, as a student and teacher
candidate, I have seen that technology can be a great way to promote learning in a classroom and
push forward for progression. But at the same time, I have seen that many students and teachers
struggle to understand how technology works and what ways it should be used. This paper will
argue that while technological advancements have certainly made a difference within classrooms
and the progression of students, it has turned teaching into a different and advanced profession.
While technology seems to play an important part in a school's progression, it has also made
finding and keeping teaching jobs harder. This paper shows that with all of the positives of
technology, there are overwhelming negatives as well.

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One of the biggest issues that I have seen with technology in classrooms is the misuse of
its abilities. While many privileged classrooms are lucky enough to be supplied with
SmartBoards, iPods/iPads, and document cameras, there are many teachers who are not trained
properly to use these items, and even more students who may not understand the way that they
are used as well. In the article by Buczynski, the fact that easily distributed and easy-to-use
mobile learning technology applications/tools are beneficial in all classrooms is disputed.
Buczynski discusses the training and setup that comes along with the implementation of these
technologies. In a recent study, 41% of teachers surveyed report that technology has made a
major impact by requiring more work on their part to be an effective teacher (Purcell, 2013).
This statement is supportive of my argument because it talks of the quality of learning that comes
along with using technology. If the teachers are not properly trained to use the equipment, it
becomes of no use to the students and lessons because the teacher is not using it to its fullest
ability, or even at all sometimes, simply due to lack of education.

Schools who cannot afford to have SmartBoards in majority of the classrooms or

computers for every student, are performing much differently than other schools and districts.
Not only are these schools commonly ranking lower than those with enough capital to have
current technology, they are slowly replacing highly qualified teachers with less experienced
ones. This is because these schools do not require teachers who have a lot of knowledge or
experience with technology. Studies have shown that using technology in the classroom
drastically increases the performance of the students, but lack of understanding of the use holds
the students back from excelling.

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When these schools receive money or grants from the government, they are still reluctant
to use the money to update their technology due to their lack of training in the area. As a result
the schools are putting the money toward other things or not integrating the technology into their
lessons. Students who need the support of technology during school are not receiving the best
education that they could be. This leaves the ranking of the school's performance at a low level.
When the districts add technology into classrooms that possess little to no knowledge of the
product, in loses all of its potential. The lack of training results in schools not meeting the
learning needs of all pupils (Adonis, 2006). While technology aids in improving information
management and communication within schools, without training, teachers and staff members
are not performing to the best of their abilities.

Students who attend school in lower income communities are experiencing class in a
different way than the more privileged classes. These wealthier schools are conducting classes
online, even while present in school, and using technology in every aspect of their learning.
While these approaches sound like they could be beneficial to the students learning, it is
hindering their social and emotional development from progressing. These teachers are using
online programs to hold class discussions, take attendance, and find information (Salinas, 2010).
These teachers are also virtually meeting with the parents and guardians for parent-teacher
conferences, and even when there is an issue in the classroom with a student. While these skills
in technology are great for the students to have, they are missing out on student interaction which
is equally, if not more, important. Communicating with others is a detrimental skill that young
children need to learn in order to be successful at many other things in life. Without strong
communication lines between students to teachers, and students to other students, there is no

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sense of belonging in the classroom if they cannot express themselves. Making students feel
involved, important, and included in a classroom is an main part of teaching for teachers,
especially in early childhood classrooms.

Conducting class on the computer for majority of the school day takes away the social
interaction that students need. The students who are in districts who cannot afford technology in
every classroom, or even at all, are left playing with friends and having books read to them. This
social interaction, which young, developing minds learn so much from, is helping these students
with their own social-emotional, linguistic, and literacy skills. These school districts who are
conducting traditional lessons are excelling in these areas without the constant use of technology.

With technology at each students' fingertips, as well as the teachers', you risk the chance
of texting, internet use, and countless other distractions. Many classrooms have transformed into
BYOT, or Bring Your Own Technology, classrooms. By having students bring in their own form
of technology, you would think that it would make a huge difference in the learning experience.
Schools who cannot afford technology for their students can now be included. You would think
that teachers who are not trained could now use technology to make the learning more authentic.
But these assumptions are simply assumptions. Students who bring in their own source of
technology are free to do whatever they want without total supervision. The thought of whether
using cell phones and search engines are appropriate in classrooms is controversial, but there are
many supporting factors that would prove it's better to leave persona technology at home
(Buczynski). Bringing their own mode can also lead to theft in the classroom.

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The importance of training for teachers on new technology in classrooms, as well as the
high price that comes with it, has proven to bring upon more negatives to schools that it does
positive in many cases. Hiring teachers with little training to work in lower income districts
hinders the school's success, as well as the growth within the classroom. Bringing your own
technology is not always a safe or effective way to include technology in your lessons. Unless
districts are able to provide technology and products equally in all classrooms, properly train the
staff, and can ensure that it is not being abused, technology can actually do more harm than good
in some instances.

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Works Cited
Adonis, A. (2006). Technology in schools. The British Journal of Administrative Management, ,
14-15. Retrieved from
http://ezproxy.rowan.edu/login?
url=http://search.proquest.com/docview/224613601?acco untid=13605
Buczynski, S. (2013). Technology in schools. Choice, 50(10), 1895. Retrieved from
http://ezproxy.rowan.edu/login?url=http://search.proquest.com/docview/1365790840?acc
ountid=13605
Purcell, K., Heaps, A., Buchanan, J. and Friedrich, L. "How Teachers Are Using Technology at
Home and in Their Classrooms" http://www.pewinternet.org/2013/02/28/how-teachersare-using-technology-at-home-and-in-their-classrooms/. February 2013.
Salinas, A. (2010, Nov 12). Technology in schools. McClatchy - Tribune Business
News Retrieved from http://ezproxy.rowan.edu/login?
url=http://search.proquest.com/docview/763627089?acco untid=13605