The use of information technology in education is an outstanding change that we have encountered in the modern world. For several years that have passed know, teachers, parents, policymakers, and students have been evaluating the possible benefits of information technology in teaching against its consequences and risks. Nevertheless, the debate has become more pressing than ever as there is an increasing demand for the incorporation of information technology in the curricula. In the process of using computer-assisted education, such a technology enables the teachers to democratize the classroom, experiment in pedagogy, as well as engage the students effectively (Parsons & Oja, 2010).

            Although others might rebuke the use information technology in elementary, it is evident that in the modern times, learners have greatly become digital natives. They have grown up and natured with it to the extent of becoming woven in their lives. This is to imply that it has become one of the basic skills that are greatly required in the classroom. Regardless of that, it should be understood the continued utilization of computers in assisting teaching learners in classroom is not just having a digital device in class. This device will have to relate to anything that has the potential of facilitating teacher and student interactions.  Classroom engagement for decades has been found to be relatively low hence compelling teachers to use other countless means to foster it (Schifter, 2008). What this suggests is the manner in which each one perceives it, for instance, whether information technology is a culprit or just a means of improving students effectiveness and engagement. 

            On the other hand, what this means is the fact that digital education is one of the mechanisms that has the potential of generating better learning opportunities through enabling elementary students to participate in online. In return, this has the ability of changing educational practices through enabling teachers to use better collaboration models, personalized instructions, as well as other innovative learning strategies (Parsons & Oja, 2010). Additionally, the success of the students demands the learners to be thoughtful consumers of information technology. In so doing, the use of computers in elementary school classroom means it will be directed at making the learners to collaborative and effective inventors of digital media. Therefore, in order to be in the position of understanding the integration of information technology, it is important to think about it in two dimensions of change. They include the accommodation-assimilation and the expressive-instrumental dimensions (Watson & Tinsley, 1995).

Advantages

            The use of information technology in enhancing computer-assisted education in the elementary school classroom can be a means of stimulating change. This can be achieved through opening up the possibilities of renovating the aspects of learning and teaching environment. Ideally, information technology and teacher will have to be accustomed to each other. Although it is possible to foster successful teacher-student relationship, it is important for the software deigns to be based the dynamics of the school life. The main concern of the teachers entails maintaining the specific ethos in their classroom (Schifter, 2008).

            In addition to that, the use of computers enables the teacher and the student to execute complex transformations of ideas quickly as well as offering several representation of information. In the process of allowing learners to probe the system easily, it will be easier for them to understand their structures and for bridges between learning and teaching different but interrelated things. Additionally, the use of computers help the instructor to confront his or her experiences through making sense of IT and becoming aware of all that they do (Raymond & Philip, 2013).

            The use of information technology has the ability of enabling the teacher to better prepare for a lesson or lessons, present information and maintain records. To the learners, it is the best education tool for assisting them to research for various topics, practice learning skills, access fresh information, prepare reports, and so on. For instance, it will be easier for the learners to access learning materials that are up to date. In return it cultivates a more collaborative teaching and learning environment as students will be easily sharing information, interact with the teacher, and so on (Raymond & Philip, 2013).

Disadvantages

            The use of information technology in the classroom is perceived to an avenue for promoting cheating. Although traditionally learners have always been developing means of cheating, the use of information technology will make it even much easier. Students can copy and paste answers from online without even taking time to think critically about what they are doing. Additionally, the use of computers in a classroom can have the ability of distracting learners as well as making loss focus. Because of the various features of technology, it means that it hinders the ability of the student to pay attention and in return affect their emotions (Chen, 2012).

            The use of information technology to enhance computerized teaching elementary students encourages learners to be lazy both in physical activities and their studies. Due to the fact that computers provide us with tons of information, learners might not feel the urge of picking an actual book and as they used to do it traditionally. In connection with that, computers make students to develop poor writing skills. Since computers has the ability of auto correcting a wrong word or sentence, it will not teach students correctly on how to write a certain word, sentence, or essay (Watson, & Tinsley, 1995).

 

 

 

 

 

 

 

 

                                                            References

Chen, I. L. (2012). Cases on educational technology integration in urban schools. Hershey, Pa: IGI Global.

In Watson, D., & In Tinsley, D. (1995). Integrating Information Technology into Education. Boston, MA : Springer US : Imprint : Springer Press

Parsons, J. J., & Oja, D. (2010). Computer concepts. Boston, Mass: Course Technology Cengage Learning.

Raymond, S. N & Philip P. Z. (2013). Technology in Education: Looking Toward 2020. Technology and Education Series. Routledge Press

Schifter, C. (2008). Infusing technology into the classroom: Continuous practice improvement. Hershey: Information Science Pub.