This article looks at the advantages and disadvantages of technology in
classrooms compared to traditional teaching. It is researching how students and teachers
use and possibly benefit from having access to technology in their classrooms. The article
also explains how the research was conducted, the theoretical viewpoints, necessary
equipment, and possible alternatives to technology.
The main purpose of this research was to see whether technology in the classroom
would be an advantage or disadvantage to students in the classroom. It was once believed
that teachers would be replaced or they would not be involved with teaching outside of
operating the equipment. This is necessary to define the role of teachers in an
increasingly technology based world.
As it becomes more commonplace to use technology, teachers need to learn new
software and equipment in order to be helpful to students. Teachers cannot just sit behind
a piece of equipment or their desk and talk to the students. They must interact and hold
conversations to discover if the students are learning the subject area. One effective way
to use technology as a teacher would be to create a pedagogy classroom.
The research was conducted by monitoring three classrooms. The research
method consisted: observations, audio and visual recordings, and teacher and student
responses to questions. The results were that a certain criteria have to be met in order for
technology in classrooms to be an advantage. Such criteria include but not limited to
equipment maintenance, teacher support, availability and placement of necessary
equipment, and teacher knowledge of various programs.
The research concluded that technology could be an advantage or disadvantage
for the reasons stated previously. Therefore, in the right setting and with knowledgeable
teachers working with the students technology is definitely an advantage for our
children’s future in the working world.
Postholm, M. B. (2007). The advantages and disadvantages of using ICT as a mediating
artefact in classrooms compared to alternative tools. Norway (Vol. 13, No. 6, pp.