A critical study on the researches about the application of neurotechnology in education

The education and pedagogy have been adopted with the development of technology in order to achieve efficient consequences and the new methods in neuroscience and neurotechnology have influenced the educational systems and the classrooms. A great number of researches have been projected in this field to demonstrate the advantages and desirable effects of neurotechnology in education and the classrooms. These researches are examinable in terms of considering both advantages and disadvantages of technology.

The aim of this study is to demonstrate the advantages and undesirable effects of neurotechnology in education and the classrooms.

This article surveys the fourteen recent researches about using neurotechnology in education and the classrooms in the framework of critical theory to discuss the adverse and undesired effects of neurotechnology as well as their neglected aspects in education and the classrooms.

The findings illuminate that crucial disadvantages of neurotechnology are neglected in using computerbased tools in education and the classrooms and their side effects on the participants in the process of learning.

The new methods in neuroscience and neurotechnology have influenced the educational systems and the classrooms. A considerable number of researches have been projected in this field that all try to demonstrate the advantages and desirable effects of neurotechnology in education and the classrooms, but they consciously or unconsciously neglect the immoral and unscrupulous effects of such technologies.