Introduction Nowadays, the use of technology in the classroom is not a new concept for many schools and colleges around the whole world. Though some developing countries still face challenges in accepting technological progress, developed countries demonstrate high achievements and good results in the chosen practice. Still, despite the inevitable impact of the technological revolution in education, many teachers remain cautious about the idea of total implementation of technologies in the classrooms (Gipson, Kim, Shin, Kitts, & Maneta, 2017; Kumar & Rani, 2016). To understand the essence and worth of the technological challenge and the benefits of usage, various research paradigms and methods can be offered. In this paper, special attention to constructivism and positivism paradigms will be paid in order to make the final choice and understand what approach should help to achieve the best results in investigating the topic of the use of technology in the classroom in the 21 st century. History of Technology Use in the Classroom One may believe that the use of technology in the classroom began several decades ago. However, the roots of this practice are longer than they seem. The first use of a slide projector was reported in 1870 when projected images could be printed on glass plates (“The evolution of technology in the classroom,” 2018). On-air classes were introduced at the beginning of the 1920s, and videotapes were firstly used in the middle of the 20 th century. The technology as it is known today came in the 1990s when the world wide web opened new opportunities and communication methods (The evolution of technology in the classroom,” 2018). Apple developed multiple personal digital assistants. Nowadays, almost every student has a PC or another convenient device to make notes instead of writing everything up. Academic works have to be sent via e-mail. Online tests can be offered to students. The use of technology in the classroom has multiple faces. Still, not all of them are reliable. Therefore, the precautions of people may be understood. Research Paradigms Among a variety of the ways that can be used to investigate the use of technology in the classroom, such approaches as constructivism and positivism will be discussed in terms of their epistemology, ontology, and axiology, also known as a research methodology. Both paradigms may have their worth to the chosen education topic. An operational character of concepts within paradigms promotes the avoidance of meaningless questions and the development of relative knowledge (Bridgman, 1927). However, the recognition of these paradigm’s weaknesses cannot be ignored as it reduces the number of complications and diminishes the impact of limitations. Constructivism and the Use of Technology in the Classroom Awareness of paradigms and different approaches and methods facilitate the work of researchers and help to find the answers to all posed questions. The peculiar feature of constructivism is its alternative nature of naïve realism where one objective reality only can be offered (Ponterotto, 2005). This paradigm assumes the presence of multiple realities that is built in the mind of a person and can