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AbstractThe education and pedagogy have been adopted with the growth of technology in order to achieve efficient consequences by the usage of innovational and up-to-date technologies. 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. In fact, most researchers have connived its harms and disadvantages on the students and the educational systems and the sphere of the classrooms. This paper tries to survey the fourteen recent researches in the framework of critical theory to discuss the adverse 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 education and on the participants in the process of learning. [ABSTRACT FROM AUTHOR]