Tablets or Textbooks in K-12 Schools

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Tablets or Textbooks in K-12 Schools
The changes in time have come with technological revolutions. As a result, two opposing schools of thought have emerged in the field of education. One group support the use of tablets in schools whereas the other supports the continued use of the textbooks (Connor 3).
The proponent for the tablets use argues that with the changes in technology, the education field should be aligned to the new technological changes that make learning more comfortable and more experiential. Tablets also save time for example, instead of sitting down copying notes; students now take a photo of the classroom board through the camera feature in their tablets (Javellana, Jonathan, Gregg, and Dwight 77).
Also, those concerned with the environment argues that that introduction of tablets into education will reduce the environmental degradation since it minimizes the use of paper. Reduced need for articles for printing handouts and other paper materials will reduce the felling down of trees for the same. This conserves the environment since trees are important for the removal of carbon dioxide from our surrounding. It also saves the money resource that is used in the process; printing paper learning materials, buying inks and doing the printer services (Chou, Chientzu Chientzu, Lanise and Renee 11).
Proponents for the maintenance of the book on the other side support their opposition by arguing that as follows. To them, it is impossible to replace paper with tablets because books contain provenance (Major, Louis, Bjoern, and Sara Hennessy 120).

Students quickly find a kind of connection with books than with the contents of the tablets. It is easy for an individual to be defined by what they read in their favorite books. Such deep connections they argue cannot be gotten from tablets.
Books can be more user-friendly compared to tablets. Books do not require the aid of a manual to read as with the operation of tablets (Al-Mashaqbeh, Ibtesam, and Muneera 191). Books also do not rely on electric power as tablets. It is, therefore, possible to use books anywhere any time without restrictions

Works cited
Ali Syed Mubashir, “Challenges and Benefits of Implementing Tablets in Classroom for e-Learning in a k-12 education Environment- Case Study of a School in the United Arab Emirates.” Research Inventy: International Journal of Engineering and Science 3.4 (2013).
Al-Mashaqbeh, Ibtesam, and Muneera Al Shurman. “The Adoption of Tablet and E-Textbooks: First Grade core Curriculum and Social Administration Attitude.” Journal of Education and Practice 6.21 (2015): 188-194.
Chou, Chientzu Chientzu, Lanise Block and Renee Jesness. “A case study of mobile learning pilot project in K-12 schools.” Journal of Educational Technology Development and Exchange (JETDE) 5.2 (2012):3.
Connor, Muireadach O. “How doe tablet usage by K12 schools impacts parent-child homework involvement in Ireland?.” (2017).
Javellana, Jonathan C., Gregg Meyrick S. Jover, and Dwight Ian S. Perez. “Books Vs. Tablet: Modern Learning Tool Of Addu First Year Cs And It College Students.” (2014).
Major, Louis, Bjoern Habler and Sara Hennessy. “Tablet use in schools: impact, affordances, and considerations.” Handbook on digital learning for K-12 schools. Springer, Cham, 2017. 115-128.