The efficacy of using technology in the classroom has become a contentious topic. While many instructors and students believe that using technology to enhance teaching is beneficial, others believe that it creates too many problems and is a waste of time. Why do some children despise technology so much if it is as useful in the classroom as many teachers say it is?

Three papers were studied in order to provide an objective response to this question. Two of the three discuss how kids are frustrated by the usage of technology in the classroom, while the third expresses the feelings of students who believe that technology in the classroom has met their needs. So the problem isn’t that technology isn’t helpful; it’s that some teachers need to be more conscious of its usage in the classroom, and others need to be trained in how to properly utilise technology to teach so that kids don’t see it as a hindrance to learning, but rather as a tool to enhance it.

We will be able to demonstrate that there are two groups of students who claim to dislike technology in the classroom after summarising the three articles that have been reviewed: those who have been improperly exposed to it by their teacher and those who have not given themselves enough time to familiarise themselves with it. We’ll be able to draw the obvious conclusion that the same pupils would value technology in the classroom if their teachers employed it well. Let’s start by summarising the articles in question.

Many students believe that lecturers and professors exploit technology to show off, according to the article “When good technology means lousy teaching.” Students argue that technology makes their lecturers “less successful than they would be if they stuck to a chalkboard lecture” (Young). Other issues raised by students include teachers wasting class time to teach about a web tool or to fiddle with a projector or software. When teachers are unfamiliar with technical tools, they are more likely to waste time attempting to use them. According to pupils, the most commonly used technological programme is PowerPoint. Students say that it is used instead of their lesson plan by their teachers.

Those students, on the other hand, believe that technology is a barrier to their success since they are unable to fit with how the institution values technology.” In her freshman year, a student explains that she uses technology to turn in assignments, participate in discussion boards and blogs, email the professor, view grades, and a variety of other administrative tasks, such as tracking the next school bus. Nichole, this student’s name, claims that she does not possess a laptop and instead uses a family computer. She has a younger brother who utilises the computer to complete his schoolwork, so she is forced to stay up late to finish her tasks. She declares “What is the relationship between technology and myself?

She declares “What is the relationship between technology and myself? That link was never established between us ” (Lohnes). Nichole resents the fact that her education requires her to have more technology contact than she is comfortable with. Nonetheless, she notes that as she began to complete those school online projects on a regular basis.

Another student, on the other hand, stated that she favours basic technology that her instructor is familiar with over high-tech that the teacher cannot effectively handle. “The most essential thing for teachers is to be comfortable with what they’re using,” she said. It doesn’t have to be ultra-modern. It was one of my favourite classes since my math teacher used a projector. Then I’d go to this other class where the teacher used Power Points and the SMART board, but I didn’t get much out of it because she didn’t like technology.” Screenagers (Screenagers, 2011) Students expressed their gratitude for almost every sort of technology used in the classroom. “One of my teachers used Skype,” stated another.

In the same way, they list a few things that they despise. They included reading on the computer, paying a lot for an online textbook, and the fact that when they get wrapped up in utilising technology, they often forget about everything else.

Students in such classes may determine that they despise PowerPoint because it confuses them even more, although the problem isn’t with PowerPoint but with the teacher’s poor technology choices. I’d also like to bring out that teachers are sometimes oblivious of their inappropriate usage of technology. This is why, as educators, we must occasionally ask students for input so that we can make necessary improvements.

Furthermore, it is critical for teachers to analyse and research the numerous technology tools available before incorporating them into their classrooms. If they find ones that don’t work, they’ll have to quit using them and find something that does. Most importantly, technology is not always the solution, which is why teachers should use it with caution. This is what we should do if it is required that we use the board and chalks to help kids comprehend better. By doing so, we can ensure that more children recognise the value of using technology in the classroom.