Society and culture as a whole seems to be leaning towards a more technology-based learning process. Classrooms, which were once filled with laughter, learning, discussion and collaboration; have now become digital realms of silence. Over the past decade, modern technology has inevitably found itself creeping into not only people's personal lives, but their learning environments. Technology is something too large to not have an impact on the way childeren learn, but society has yet to come up with a solution to how it should be used in education. In order to produce a more positive learning experience for children, schools need to actively taper their use of technology because of the risk of cheating, lack of teacher training, shortage of imaginary use and less collaboration within students. If technology and education do not find a common denominator, the youth of the world will suffer the consequences but not having necessary social learning skills.

First, over the past decade technology has been rapidly consuming the nations personal lives on a daily basis. From personal computers, to smartphones and now tablets, everywhere one looks there is bound to be a screen. Some may not see this as an issue, but it is something the educational system needs to address before it is integrated into any school plan. In most schools, technology can be seen as a supplement to a child's learning experience. Whether this be through online discussion boards, activities, skype appointments or even videos; there are apparent negative outcomes that are attached to the use of these technological materials. These uses of technology not only create negative experiences, but they also allow for illegitimate testing of student's knowledge. Although in rare cases it can be seen that technology produces a positive impact on an educational program, the negative affects still underline any positives that may come out of this experience. 

As a matter of fact, one of these cases that involves a tech based educational program is highly praised for its achievement.  Although in most cases, technology-based learning produces a negative outcome, Raj Dhingra exemplifies one instance in which the negatives are not so apparent at first glance. Raj Dhingra, a veteran of the technology industry whose work has helped make the industry what it is today, spoke in a TEDTalk video about the current situation. Dhingra describes the situation in Turkey, in which they used FireFlies, personal mobile learning units, as means to educate the nations youth. In addition to allowing them to gain a formal education, this program also hopes to grant them with computer literacy skills. Dhingra states, "More than 1.6 million children that are getting access to learning that didn't have access to learning before, and that's being transformed because of technology" (Dhingra). These mobile learning units help from an educational standpoint in Turkey. Dhingra goes on to explain that the current technology that is in schools is not enough. He says, "What is needed in our schools, is that we need to tear down the walls of the classroom"( Dhingra).  Dhingra is pointing to the fact that a school environment is very limited to what it can present to its students and the computer is what can expand the learning environment for everyone. In addition, in the article "Why We Need to Embrace Technology in the Classroom Right Now", written by Jeana Tahnk, she describes similar ways in which technology is positive for the classroom.  Tahnk states, "Internet access in a classroom (provided it's a safe and monitored searching experience) gives kids the opportunity to expand beyond the boundaries of what they'd find in a textbook" (Tahnk). Every advocate for technology claims that the internet is something that would be extremely useful. Most claim that it can allow for self paced learning to help create a better learning experience for everyone. This only seems to make people think that technology truly has a strong positive impact on education. However, in other areas of the world such as the United States, self-paced learning through the use of personal and mobile devices are reeking havoc on developing children. 

Despite all the apparent positives that some may think technology provides, many are numb to the fact that in any instance related to technology and education there will always be the risk of cheating. As much as the personal computer and internet can provide for a classroom learning experience by tearing down its walls, it also tears down the wall of integrity between the student and his/her work. In an article written by The New York Times "Studies Find More Students Cheating, With High Achievers No Exception.", Richard Perez-Pena, a trusted writer for the site since 1992 who is currently covering higher education, describes the situation. He believes the issue of cheating in education is much more common than many believe, and is a much larger affect of technology in the classroom. Pena states, "Internet access has made cheating easier, enabling students to connect instantly with answers, friends to consult and works to plagiarize" (Perez-Pena). Pena highlights a very obvious reason why technology in the classroom must be limited, simply because of how easy it is to cheat. With the power of the internet in everyone's hands, from smartphones to computers students can now cheat with ease like never before. Pena goes on to argue that even having a smartphone in the room while taking a test is just asking for students to cheat.  The dilemma that schools are now facing is that it has become more common to cheat than not, and now many students are unaware of the fact that what they are doing is cheating. 

In fact, not only is cheating an underlying problem with anything technology related, but technology in the classroom also makes it harder for the teachers. Much of the skeptics in the area of technology-based education argue that teachers play an active role in whether or not the learning process is successful or not. Technology has been creeping into classrooms so rapidly that many believe teachers are unprepared and unequipped with proper training to handle the task, and its inclusion only makes it more difficult. In an article written by Bloomberg Business, "The False Promise of Classroom Technology", Charles Kenny states, "Integrating computers in the schoolroom is hard work and is likely to succeed only when the basics are already there" ( Kenny). The article examines the fact that giving children laptops does not guarantee success in the classroom, in fact it hurts more than it helps. Kenny argues that computers and tablets could possibly produce a positive impact on education, but basic social capabilities must be present prior to exposure to this technology. So, teachers must make sure that students have a basic understanding of all subject's and contain decent social interaction skills, before becoming glued to screens. Without this basic understanding, technology only makes it harder for students to grasp early concepts, such as mathematics. Kenny goes on to say, "When teachers are well-trained and motivated, and when computer use is embedded in well-designed lesson plans, and when access to Disney and YouTube (and Facebook, and Twitter, and World of Warcraft  ... ) is disabled, information technology can be a useful adjunct to teaching" ( Kenny) Kenny explains exactly how and when technology can help in the classroom, but still supports the fact that it is not the solution to education. Technology forces teachers to recreate lesson plans, and ways that had previously been easy to teach lessons are being ruined due to the inclusion of technology. A scholarly study entitled "The Impact of Digital Technology on Learning", written by professor Steven Higgins, discusses how even including technology in the classroom makes it harder for teachers. Higgins states, "Technology is not introduced into a vacuum. It is therefore important to identify carefully what it will replace or how the technology activities will be additional to what learners would normally experience" (Higgins). Although this sounds like a simple concept, it is only more work for the teacher. And without proper training, teachers cannot learn affective ways of integrating proper methods of teaching with technology-based activities. This fact only results in poor performance by students. Higgins goes on by stating, "There is no doubt that technology engages and motivates young people. However this benefit is only an advantage for learning if the activity is effectively aligned with what is to be learned" (Higgins). Unless teachers find a proper method or activity that can align technology and learning, its involvement in educating the child is ineffective. Thus, technology in the classroom only makes it harder for the teachers themselves to their job, educate the youth of the world.

In light of all these factors, technology also makes it difficult for young students to learn social skills and how to collaborate with one another. School is a place where relationships are made and proper interactional lessons are learned. With the addition of technology in the classroom, student interaction is limited, and important skills are not being taught in the process. In an article from The Washington Post "I Gave My Students IPads - Then Wished I Could Take Them Back.", written by Launa Hall, she gives personal insight on her classroom and how technology centered learning has affected it. Hall states, "It can be hard for kids to sustain their attention in a small group discussion when their own personal portal beckons from the back of the classroom" (Hall).  Hall explains that even the presence of technology in a classroom setting, whether it is on or off, distracts students from small group discussion. Interaction and play is something very important, and something that schools are supposed to enforce in their learning, not take out of their classrooms. In the article, "Playing with Technology: is it all bad?", written by Mindy Slutsky, she argues that too much screen time draws from children's imaginary use. She explains that everywhere children go, they are now surrounded by digital devices. Whether it be cellphones, TVs, DVD players, or even MP3s, current children are exposed to technology like no other generation has been.  Slutsky states, "With all of this screen time available, children are losing out on so many opportunities to engage in the real world" (Slutsky). If schools continue to incorporate technology in classrooms, they are only keeping children from valuable interaction. In addition, the article written by The Washington Post "Too much tech? An argument for keeping schools low-tech", written by Valerie Strauss, explains that schools incorporate this technology because children are so used to it. The common argument when justifying technology in school is that education should meet children where they are. The argument that, since these children are exposed to media everywhere they go, it should be more involved in their classroom. However, this argument is completely wrong according to Strauss. Strauss states, "Precisely because young people spend so much time with digital media outside of school, schools must offer them a very different kind of education in order to even the cognitive scales" (Strauss). Thus, her argument is that, because students receive so much consumption of technology outside the classroom, the last thing anyone should experience there is technology. Her response to this is to have more face-to-face contact, and include more social interaction activities because these have been replaced by media sources used during children's free time outside of the classroom. She goes on to say that even if schools try to find a balanced education, they must take into account all of the informal media consumption that occurs during children's time outside of the classroom. All of the hours taken by posts, likes, shares, favorites and retweets must be considered when trying to justify technology inclusion. And the solution only continues to point to less technology in the classroom, and that its affect on children is negative. The additional underlining affect of this involves the lack of physical collaboration within students. As stated previously, collaboration amongst students in an educational setting provides very important skills needed for their future. It allows students to engage in something that they will need for their life after school, and how to work with different groups of people in order to be successful. The students learn teamwork and self discipline in the process as well. In a YouTube video, made by Prince Ea, he describes the current situation of the world today regarding technology. He states, "Technology has made us more selfish and separate than ever. Because while it claims to connect us, connection has gotten no better ... we may have big friend lists, but so many of us are friendless" ( Prince Ea). Although technology at a first glace looks to provide good means of collaboration and communication to reach a common goal in the classroom setting, it does the opposite. It is very hard to get students to work together, interact with each other and reach a common goal when they are attached to personal devices. This generation is becoming less inclined to interact due to abbreviations, less conversation, shortened attention spans and high speed internet. The more these factors are brought into the educational system, the less interaction the youth experiences. In the article written by the The Washington Post "I Gave my students iPads- then whished I could take them back", written by Launa Hall, she describes how her school children used to enjoy playing with Legos; but their iPads took the affect from them. She states, "I dumped out the huge container of Legos that were pure magic just a couple of weeks ago, that prompted so much collaboration and conversation, but the delight was gone" ( Hall). This personal account of the negative affect of technology further highlights that technology causes less collaboration amongst students. The lack of imaginary use tied to play and collaboration amongst the young students only causes further problems, as play is a major factor in developing children. Considering that children of older generations had limited access to screen time, they would take what they saw on the screens and bring it into their play. Since children have a lot more access to screen time now than they did 30 years ago, it is cutting into their play. If students cannot learn to collaborate, work together and use cognitive skills to reach goals in a playful setting, they will never be able to be successful in the modern world.

Amidst all of the seemingly endless negative outcomes with technology, there are certain ways that, if handled correctly, technology can allow for students to have a positive impact on their learning. Although there are boundless ways in which technology hurts children in the educational process, considering its affect in daily life outside the classroom, its involvement in education is important in some ways. However, certain aspects of its involvement must be decided prior to its use. In terms of handling technology properly, it is suggested that one of the biggest ways to enforce a positive education is to have clear cut expectations for how technology is to be dealt with. Many advocates of technology in the classroom have suggestions for exactly how it should be done, and admit without these factors it will not work. Some of these expectations would include having systems that keep students from getting distracted, balanced and accurate lesson plans, and constant, consistent expectancies regarding how assignments should be completed. In the article "Studies Find More Students Cheating, With High Achievers No Exception", Perez-Pena also speaks to the affect of how to lessen cheating in the classroom. Perez-Pena states, "Numerous projects and research studies have shown that frequently reinforcing standards, to both students and teachers, can lessen cheating. But experts say most schools fail to do so" (Perez-Pena). The reason technology has a negative affect on classrooms is because the standards are not enforced on students. If students are held to clear expectations prior to exposure to technology, it will be easier for school systems to combat against cheating. If schools can find a way to directly enforce rules, that is how the problem can be solved. Also, according to Edtopia, "Technology and Teaching: Finding a Balance", written by Andrew Marcinek, it is most important to find this balance in education; and it's the universities, or any schools' job to enforce it. Marcinek states, "The key in all of this is good instructional design along with a consistent vision and culture built by school administration" (Marcinek). Marcinek, like many others, believes the key to a successful balance between education and technology is up to school administrators. If schools have a steady, stable and strict educational plan that involves technology than it can work, but only if the right culture is applied. However, without this, technology and education will never find a balance and its result can be seen through the nations future generations.

In conclusion, upon researching the affects of technology on education, it is very apparent that is has a negative affect. Technology creates negative factors that include the risks of cheating, lack of teacher training, shortage of imaginary use and less collaboration within students. In order to create fully developed children, the educational system needs to be aware of these negative affects of technology, and come up with a plan that can actively create a positive learning environment.

