There is an ongoing debate about how much technology teachers should be using in classrooms. People who support more technology in classrooms believe that technology is progress and provides unique opportunities to students. People who are opposed to putting more technology into the classroom are concerned about how it is being used and whether it actually benefits students. This paper examines the strengths and weaknesses of arguments both for and against technology in classrooms and concludes that it is in fact a false debate because it places the blame on the technology itself rather than how it is being used by students and teachers. I introduce this aspect as an alternative argument and support it with current research.