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The adoption of modern technology in education has several benefits, studies and researchers provide evidence to support these statements (Algahtani, 2011; Hameed et al, 2008; Garrison, 2011). For instance, as outlined in Wagnert et al, (2008) e-learning makes available extra prospects for interaction between students and teachers during content delivery. Furthermore, as stated by Gulek and Demirtas (2005), technology in learning and teaching improve students research analysis skills, enhance collaborative work and increased access to information. Both of these sources appear to support Raba's (2005) statement that the flexibility of modern technology increases both students' and teachers’ satisfaction.

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It is without a doubt, that as technology increases, it can have a largely positive effect on the environment of society let alone a classroom. The use of technological advancements into an academic habitat can be both beneficial and harmful. Educational applications create for an efficient experience when it comes to academia (Mendelsohn, 2012). Furthermore, it gives creating lessons and executing them to be a lot more enjoyable rather than a tedious endeavour. However, it could also be seen that tablets are tools of distraction and pull away students from the main focus of studying and a structured work ethic (Gasser and Palfrey, 2009). This makes further sense as the use of technology has changed a mind set into evolving to the prospect of cheating. In the US, 70% of students find themselves under-pressure to attain higher grades (Bulkeley,1992; M. Srikanth and R. Asmatulu, 2014). Though the idea of cheating is seen as a risky act of corruptness, it is still highly prevalent in this age. Finally, the use of technology has shown how behaviour and attitudes have been altered. The use of online videos and other media has shown to rile up a stimulus of aggression and rage (Bandura, 1960; Gentile and Gentile (2007).

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In recent years, schools have been increasingly utilising technology in learning and teaching. There are clear arguments for both embracing technology, and for retaining more traditional learning resources in schools. Software available on these devices, commonly known as apps, can serve as effective tools to enhance learning. As Mendelsohn (2012) outlined, these apps enable teachers to design their own lessons. Teachers can then employ a variety of these lessons simultaneously, tailored to each student’s needs. Hyden (2005) claims that these technologies keep students engaged in class. These findings are supported by Jones (2002), who found that technology enhanced the learning experience of most college students.  Consistent use of such technology can also hone computer skills which are transferrable to the work place. (Finn and Inman, 2004; US Bureau of Labour Statistics, 2012). Furthermore, technology is becoming cheaper and hence more widely available. (Elmasry, 2016, Mendelsohn, 2012; Taylor, 2014) This accessibility makes it an ideal platform to conduct effective learning regardless of financial background. However, research on the effectiveness of technology on academic performance has been disputed. Grove (2017) and MacLeod (2005) argue that these technologies can actually have a detrimental effect on exam scores and learning attitude. Students do not practice reading and analysing texts by themselves, as information can be easily copied from online sources. Both Elmasry (2016) and Gasser and Palfrey (2009) agree with this finding, stating that such technology can be a source of distraction during learning.

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Technology is becoming an increasing part of our everyday lives, especially in education.  There are many good arguments both for and against the increased use of technology in our lives, especially in education.  The main argument for the increased use of technology is that it prepares students for their adult lifes where technology will become an integral part of most peoples' jobs (US Bureau of Labor Statistics 2012). There are also many free online sources of knowledge such as Itunes U and TED-talks which enable access to knowledge that would otherwise be harder to obtain. Students are however for the most part performing worse in classes where technology is used (Urs, 2009; Grove, 2017). When it comes to the classrooms, the poor performance of education is not necessarily because of the ineffectiveness of electronic devises in learning, but student’s ability to concentrate on the task they have been given when the possibility of chatting with friends or roaming the internet exists (The Guardian, 2005; Urs, 2009).  There is also a discussion on wether or not too much time in front of a screen can cause addiction. In a world where many children spend more than 11 hours a day online China has classified online addiction as a disorder which can be treated in purpose-built facilities (Brody, 2015). It can therefore be summarised that the use of technology should be limited for young people.

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Technological advances have led schools to embrace the culture and introduce high tech computers and the internet into the curriculum to ensure better learning. However,ever since the introduction of electronic devices in classroom settings, scientists and teachers alike have argued over whether these devices are indeed beneficial to the quality of education. According to studies by Gasser and Palfrey (2009), Patterson (2017), and Patterson and Patterson (2017), the use of tablets and other electronic devices in the classroom has the tendency to result in decreased student performance due to the possible distractions that these devices can provide such as internet surfing and completing unfinished assignments in lectures. Similarly, other researches have also found that the use of electronic devices can be detrimental to students’ wellbeing due to their tendency to promote cheating (Elmasry, 2017; Bulkeley, 1992) as well as violent behaviour in some cases (Gentile and Gentile, 2007). In contrast, however, studies have also found that the use of tablets can sometimes result in better teacher planning as well as more individualized learning due to the variety of apps and services that they can provide without necessarily costing more (Mendelsohn, 2012; Gentile and Gentile, (2007). In summary, it can be argued that while the use of electronic devices can have pros and cons when used in a classroom setting, the cons can be avoided through responsible use of these devices and the implementation of rules with regard to website access.

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In recent years, schools have been increasingly utilising technology in learning and teaching. There are clear arguments for both embracing technology, and for retaining more traditional learning. On the one hand, the uses of technology in education are widespread, particularly where it comes to the distribution of educational materials (Christensen, 2014; Page, 2015). THe use of the internet in order to distribute materials such as textbooks, notes, or homework assignments has allowed schools to reduce both printing costs and, majorly, assisted students by reducing the number of expensive textbooks they need to purchase. Textbooks for universities can sometimes cost upwards of 150 dollars, and being able to access these textbooks for free online can reduce stress on lower-income students (Page, 2015). On the other hand, technology can also be harmful to students education. This is due to the fact that the abundance of online resources, as well as spelling and grammar checkers built into almost every online text editor, has potentially affected students writing skills (Means, 2010). The abundance of online resources also has the potential to allow for students to cheat on tests or homework assignments much more readily, as it is a simple task to research the answer to a complicated question, given the sheer amount of information available on the internet at this time (Elmazri, 2016; Means, 2010).

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In the 20 year course from 1990 to 2010, there were multiple studies done to identify the reason why elderly people choose to own pets and what effects does owning pets have on their mental Health. According to Serpell’s(1991), it is suggested that elderly people own pets because they believe owning pets have a positive effect on their mental wellbeing. This belief is then supported by studies done by Staats, Wallace, and Anderson(2008)which concluded that pet ownership will affect elderly’s mental health positively.Oppositely, Parslow et al. (2005) proposed that pet ownership on its own does not have any health benefits. Both Parslow et al. (2005) and McNichols et al. (2005) have found that in order to accurately deduce the effect of owning pets on the health of elderly people there are other factors to consider. Factors includes the type of pet and the experimental definition of health. In conclusion, studies suggest that owning pet has the chance of having positive effects to mental health wellbeing of the elderly. However, in order to accurately measure the effects for the sake of research, experiments should be improved by applying different types of pet being considered and provide definition of health to be used in future studies.

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Pets are starting to have a lot of benefits to them and it was indicated by Serpil

(1991) that studies not only showed that pets are benefits to older aging people but it also confirmed the increase in the pet population. Furthermore, as outlined by Staats, Wallace, & Anderson (2008)  that people over the age of 50 also believe that having pets with them would improve their lifestyle and that they would be doing themselves better and be more involved.  Although McNichols et al (2005) believed that the definition of health could be more specific and the research could be more in detail however he also believed that pets could be beneficial to the population. These all-sources lead to the conclusion that pets are beneficial to the aging population and have their benefits in the population.

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Research by Staats, Wallace and Anderson (2008) indicates that owning pets is beneficial to their owners. Serpell (1991) supports this sentiment, adding that ownership has also increased due to an ageing population. However, these benefits are disputed by Parslow et al. (2005) and McNichols et al. (2005). Both sources argue that there are no real benefits to owning a pet, but acknowledge that data regarding this claim may vary depending on other factors. Parslow et al. (2005) states that the benefits vary depending on the type of pet, while McNichols et. al (2005) suggested that “Quality of Life” would be a better method of evaluating these benefits.

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Serpell (1991) suggests that the aging population has a higher number of pet ownership compared to the younger population. This might be the results of the belief of people over 50's that pets bring beneficial effects into their life (Statts, Wallace, & Anderson,2008) with similar conclusion proven in Serpell's study where it suggests that pet ownership. This indicates that the older population have more meaningful connections with animals as they have more experience in life and have more free time when compared to when they were younger/working. However, Parslow et al. (2005) argued that having a pet doesn't equal to any real benefit and there are different conclusion due to the variations of data collected depending on the different type of animal. Furthermore, McNichols et al (2005) stated that the conclusions are inconsistent as studies have different aspects of health and there are more benefits on working on a more standard aspect of quality of life.

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A study by Serpell (1991) proposed that pet ownership has beneficial improvements on human health. It is stated that there is a link between the ageing population and the increase in pet ownership (ibid.). Furthermore, Staats, Wallance and Anderson (2008) found in their research that people aged 50 or more find pet ownership to be beneficial. This suggests that the ageing population may become pet owners due to the benefits associated with pet ownership, thereby increasing the rate of pet ownership. Contrastingly, a study by Parslow et al. (2005) found that there was no real benefit to pet ownership, despite a variation in data depending on the type of animal kept as pet. Such a divergence in research finding may be attributed to varied definitions of “health” used in accessing the benefits of pet ownerships (McNichols et al., 2005). McNichols et al. (2005) proposed that research done be focused on the “quality of life” framework, which has been suggested to be a more comprehensive framework for accessing the benefits of pet ownership. As such, while there is evidence to suggest a possible correlation between the ageing population and the increase in rates of pet ownership due to its health benefits, the lack of clarity in the definition of “health” has resulted in variant results which may require further research.

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Having a pet can increase quality of life in old age.  There are more older pet owners in the population and a study has found that pet ownership is beneficial (Serpell, 1991). There are no overwhelming benefits to being a pet owner, but this is highly dependent on the type of pet which is kept (Parslow, 2005). The benefit animals have on members of the older population also depends on what a health improvement is, how we chose to define quality of life, as it is subjective (McNichols, 2005). Senior citizens themselves are however positive to the companionship and health benefits that comes with dogs (Staats, Wallance, and Anderson, 2005). As outlined within these parameters can it therefore be understood that keeping domestic pets can lead to better mental health and higher quality of life, as pets create companionship and a distraction from everyday life.

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Between 1990 and 2010, multiple studies were conducted in order to determine why elderly people own pets and what effects these pets have on their health.  According to Staats, Wallace, and Anderson (2008), elderly people own pets because they believe pet ownership can be beneficial to their wellbeing. This belief is apparently supported by Serpell’s (1991) study, which found that pet ownership can induce positive health effects in the elderly population. In spite of this, however, Parslow et al. (2005) argued that pet ownership by itself does not provide health benefits. In fact, both Parslow et al. (2005) and McNichols et al. (2005) believe that in order to accurately measure the effects of pet ownership on the health of elderly people, factors such as the type of pet and the experimental definition of health should be considered. Overall, the studies suggest that pet ownership has the possibility of providing positive effects to the wellbeing of the elderly population. However, in order to properly measure these effects for research purposes, variations in the types of pet should be considered, along with the definition of health used in future studies.