The scope of technology is vast and continually expanding and becoming an integral part of education, with some believing that videos, films, and computers should be prioritized over traditional books. While those modern tools can promote some benefits, I disagree with the view as a balanced approach incorporating both traditional and modern methods, rather than a complete removal of books, proves more effective in fostering comprehensive learning.
Some may argue that the use of multimedia resources, including videos, animations, and interactive simulations, often makes learning more engaging and accessible. In other words, students can approach practically in terms of their majors with the help of virtual computer systems rather than merely reading books. Consider the case of science students in the MIT University where virtual laboratories enabled them to do experiments safely, deepening their understanding of complex concepts. This not only enriches learning but also prepares students for a technology-driven workforce by developing digital literacy skills.
On the other hand, complete incorporation of technology in the school curricula remains debatable. One major concern is the digital divide, which exacerbates educational inequalities. In other words, students from underprivileged families often lack access to reliable devices and high-speed internet, creating a gap in learning opportunities. This suggests that technology elements, advanced smart phones or computer systems, are often costly for students from marginal families. Books, however, are significantly more affordable compared to the high-end technology tools, which promotes equal share among students. Therefore, replacing traditional teaching methodologies wholly is often out of the question.
In my perspective, to harness advantages of technology while mitigating its drawbacks, a balanced approach is essential. For example, a blended learning, a combination of both digital and traditional books, allows students from both privileged and underprivileged backgrounds to have digital equity in classroom settings. The school curricula in my country, Uzbekistan, for instance, include this method of mixed-mode learning where digital tools like computers and monitors for classrooms are provided by governments, ensuring that the students get equal level of lessons. Thus, this hybrid learning method has proven effective.
In conclusion, although technology-based classrooms offer undeniable benefits, this system is often questionable because of inequity it causes for students from different backgrounds. The viable solution would be striking a balance between technology and traditional based teachings with the help of blended learning, bridging the gap among learners.