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In this article the author's review of the literature uncovers six potentially negative effects of technology in the classroom. These include: 1) Limiting pedagogy in teaching for cultural competence; 2) Reinforcing the Digital Divide; 3) Constraining the potential for holistic, humanistic education; 4) Privileging one style of communication while limiting broader approaches; 5) Transforming teaching into a form of sensory deprivation; and 6) Diminishing standards of academic excellence in the classroom. These negative effects may pose serious consequences for teaching and learning. The author argues that uncritically adopting technology may run counter to some of our most cherished values: multicultural competence, equity, a humanistic approach to teaching, versatile and flexible modes of communications, and academic excellence. The article concludes with suggested guidelines and a summary of best practices for assuring that when classroom technology is used, it can be used wisely, selectively and with an understanding of its implications to teaching for excellence and inclusion.
I was born with congenital cataracts, and when I entered college I was legally blind. Through elementary and high school, various forms of technology assisted my learning. My eyesight was restored when I was nineteen, again with the assistance of new technological developments in eye surgery. Technology has benefited me personally, and it is an asset to me in much of my professional and teaching life. However, any strength taken too far can become a weakness. What happens when the use of technology runs rampant and unchecked in our educational settings? When this happens, the useful tool that helped me to see actually becomes a form of sensory deprivation. Its overuse can blind us to our most cherished classroom values such as multicultural competence, equity, a humanistic approach to teaching, versatile and flexible modes of communications, and academic excellence.
Some proponents of technology believe that it should completely transform teaching and learning. Others of us see it as merely an instructional tool. Whatever your position on technology in the classroom, its presence is now a reality that is having profound consequences for higher education. Proponents of technology in the classroom are well versed in presenting the strengths of technology as they see it (cf. Palloff & Pratt, 2003). I agree with some proponents of technology who suggest it...