Isard’s article discusses the place of information communication technology in a classroom setting. I agree with the point that technologies such as ipads and smartphones motivate interest in students to learn. Isard also stipulates the ways in which technology makes accessing information for research fast and convenient, makes the submission of and access to files by students and teachers practical and easy. Communication between students and teachers, and parents and teachers becomes an effortless exercise which can have significantly positive effects on students’ learning and create a solid support framework for any gaps in learning. I strongly agree with Isard’s query as to the effect on ICT in a classroom should schooling become dependent on its availability. Aside from the potential to lose valuable learning should technical difficulties occur which creates a impasse to a lesson which has been planned relying on ICT, but it also draws into question the effectiveness of the teacher. A teacher’s position is engineered to create a learning environment to enable optimal education catering to the needs of all students of a variety of learning styles. ICT’s role in a student’s learning experience is limited to visual and linguistic learners; perhaps musical and logical learners in some cases. This means it can leave bodily kinesthetic, natural and intrapersonal learners to fall by the wayside. Technological dependence can also lead to the laziness of teachers in their interaction with students which can negatively impact students’ engagement, retention and pastoral care needs. This highlights the need to constantly reassess the necessity for ICT in the day-to-day learning environment and critically evaluate the frequency with which ICT is relied upon in schools while monitoring the effectiveness and efficiency of lessons by means of carefully engineered assessments. In conclusion Isard’s insights into the developing institution of technology in education are balanced and call for the balance of technology and authentic hands-on teaching methods.