Technology in the classroom is an emerging technique that has sparked controversy among teachers, parents, and experts. Technology has become a part of everyday life, and most likely forever, and educators now have the choice to fight it or embrace it. “Technology is killing our work ethic” is a heated debate among educators of all levels, and studies are being conducted all over the world hoping to “prove” which teaching method would benefit students. According to Hicks (2011), “In today’s education system, technology is inevitable. Technology ultimately has many benefits when used in the classroom and can enrich students’ learning experiences” (p. 188). Hicks saying that “technology is inevitable” is a pretty bold but true statement when it comes to the way of life in today's societies. He goes on to say, “Unlike other fads that have come and gone in education, technology is here to stay and it is likely that its use in schools will increase significantly over time” (Hicks, 2011, p. 188). It is true that education has had various educational “fads” that have either changed teaching in positive ways or have completely failed and been eliminated. Technology, which was flourishing even before the turn of the century, has clearly demonstrated that human life will never again exist without it and this is exactly why educators have the opportunity to improve their teaching styles and expand the minds of their students. The use of technology in the classroom is quite beneficial in elementary classrooms because of the way children are growing up today, in college courses when properly demonstrated for effective use, and in an overall context ...... middle of paper .. ....technology options I plan to use this in my argument about the success of technology tools in student achievement and engagement as well as their importance in elementary classrooms. Safar, AH and Alkhezzi, FA (2013). Beyond computer literacy: integration of technology and transformation of school programs. College Student Journal, 47(4), 614-626. This study took place in Kuwait in PK-12 classrooms with a control group and an experimental group of students. The control group had a traditional classroom setting and the experimental group had a blended learning environment with technology for projects, assignments, and tests. After one year, the blended course outperformed the control group in terms of participation and actual grades. The numbers don't lie. I intend to use this in my argument about the success of technology tools in student outcomes and engagement..