Introduction
In the education sector, technology serves as the broadest change when it comes to learning as well as teaching. For many years, educators, policymakers, students, and parents have been assessing the benefits that technology brings to education against the associated repercussions and risks. Nevertheless, in the present environment, the prevailing debate serves as more pressing as opposed to any other time in history. The reason for this is that curricular is increasingly adopting technology whereas teachers are increasingly experimenting on new approaches of teaching. On one hand, the utilization of technology in a classroom setting makes it possible to research in pedagogy, engage the learners better, as well as ensure that the classroom becomes democratize. On the other hand, certain individuals argue that utilizing technology in the class setting might distract the learners as well as create room for cheating (Nickerson & Zodhiates, 2013) . For this paper, therefore, it discusses the manner in which information has enhanced the utilization of computer-assisted education in the elementary school classroom as well as the probable positives and negatives impacts that this enhancement offers.
Enhancing Computer-Assisted Education in Elementary Schools
Today, students are proficient in technology, hence considered as digital natives. They have grown up while knowing technology, indicating that it is part of their lives. Nonetheless, utilizing computers in classrooms is not just about the existent of computers in the class setting. It is attributed to anything that makes it possible for students and teachers to interact. Engagement in the classroom setting is in the current environment is considerable low while educators are rivaling against diverse diversions from PCs, laptops, tablets, and phones (Barta & Telem, 2013) . Technology might be regarded as the perceived as the culprit, it might be possible to harness it to facilitate in boosting effectiveness and engagement.
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In the viewpoint of experts, computer-assisted education is providing students with new avenues for learning because learners have the ability of engaging in digital environments and online while the faculty is shifting practices of education via personalizing modes of instruction, utilizing hybrid courses, new modes of collaboration, and a broad range of engaging and innovative approaches to learning. Additionally, the 21 st century perception of the success that the students learn demands that learners ensure that they serve as thoughtful digital content consumers as well as collaborative and effective digital media developers. They also need to portray competencies while at the same time communicating ideas data visualization, dynamic storytelling as well as creating content. In this perspective, therefore, it is evident that once technology is deployed in an elementary class setting through computer-assisted initiatives, it would have tremendous impacts to students (Zhang, Yang, Chang, & Chang, 2016) . Thus, it is essential to consider fostering a computer-assisted classroom in the elementary class setting to make sure that students realize optimal benefits that technology has to offer.
Positives and Negatives of Technology in Class
Positives
When it comes to use of computers in an elementary class setting, the educators are capable of experimenting more on pedagogy as well as acquire instant feedback. Technology creates room for increased active learning. It is possible to boost engagement via online polling or raising quiz questions when classes are ongoing, hence creating room for acquiring instantaneous feedback. The subject matter is usually timelier as well as dynamic, especially with textbooks embedding links to materials that are relevant to students (Tay & Lim, 2013) . When incorporating an individual tool for a certain term or project, or instituting additional dramatic changes, having sufficient knowledge in technology allows the educators to appear credible on the side of their students as well as colleagues.
Use of technology in the class setting fosters full participation. Tools such as online polling and others play an essential role in making sure that all students are engaged, even the shy ones, who are less likely to raise questions in class. The systems that facilitate online engagement provide the educators with the opportunity for checking with the learners on a regular basis for feedback concerning assignments. For data analytics, it can assist in identifying the areas in which the learners struggle, hence allow the teachers adjust the coursework to meet their learning need. Regarding active learning, which technology facilitates can provide learners with quizzes, although not for credit purposes. Even when the class is beginning, the teacher can assess the familiarity of the student by offering a quiz concerning the subject being taught. This can also inform the educator on the areas that need focusing on (Tay & Lim, 2013) . When the class ends, offering a similar quiz would provide the students with the opportunity of assessing their learning.
Negatives
On the negatives of computer-assisted education in an elementary class, technology might end up distracting learners from social interactions. For most individuals, they are usually skeptical as well as the things it does to learners, while other individuals are able to communicate in a verbal way. Through developing class assignments that utilize both oral presentations, group discussions, and technological tools, students are able to become dynamic in the manner in which they learn as well as relate with others. Some argue that technology should not be utilized on its own in a classroom setting, but should serve as an end in itself (Barta & Telem, 2013) . The educator serves as the one in control and understands the ideal way of bringing the best from a student.
Additionally, learners might not have equal access to technological tools. Certain learners are not able to afford textbooks needed for class or even iPads. When it comes to these kinds of learners, it would be appropriate to direct them to the library or develop assignments that make it possible for learners to share resources as well as work in groups. Technology should not serve as the class’s focus, while it should also not be a barrier (Barta & Telem, 2013) . It needs incorporating in an inclusive and holistic manner.
Moreover, the research quality might not be of high quality when using computers. The Internet is usually regarded as a blessing as well as a curse. The learners might require guidance when it comes to identifying ideal sources as well as those that cannot be considered as reliable ones. Most learning institutions have centers that are able to assist with this process. It would also be crucial to consider establishing public educational resources that can permit all individuals to adapt, use, and adapt (Tay & Lim, 2013) . These might comprise of examinations, lecture notes, textbooks, as well as assignments. This would assist students get access to quality material.
Conclusion
In conclusion, using computer computers in elementary classrooms can result to benefits and drawbacks. However, the major idea behind the deployment of technology should ensure that the relationship between the teacher and the student prevails. The reason for this is that this serves as where education takes place. Technology might serve as an effective tool, although it is vital to note that it is just a tool. In the current world, which is hyper-connected, using technology sensibly can assist in boosting education. Technology should not replace the educator. Rather it should ensure to offer a flexible environment for learning while at the same time breeding innovation. It makes the classroom environment to be a more collaborative one. Thus, success of technology in the elementary class setting would depend on the manner in which technology is deployed to ensure that the students remain engaged.
References
Barta, B., & Telem, G. (2013). Information technology in educational management. Berlin: Springer.
Nickerson, R. S., & Zodhiates, P. P. (2013). Technology in education: Looking toward 2020. Abingdon: Routledge.
Tay, L. Y., & Lim, C. P. (2013). Creating holistic technology- enhanced learning experiences: tales from a future school in Singapore. Berlin: Springer Science & Business Media.
Zhang, J., Yang, J., Chang, M., & Chang, T. (2016). ICT in education in global context: the best practices in K-12 schools. Berlin: Springer.
