The only scenario where a teacher should stick to one just one type of teaching is whenever the teacher has just one type of student. Since there is no such thing as one type of student, then there is no reason to stick to just one intervention or strategy to teach.
Using technology only, or analog teaching only, limits the student's skills and potential abilities tremendously. As Howard Gardner demonstrated in his study of multiple intelligences (MI) (1989), there are nine strengths under which students can perform and excel academically.
Technology is only one of several teaching processes from which students can learn. Even in the digital age, there are bound to be students that may prefer to learn through manual skills such as arts and crafts, others through poetry or literature, others may even prefer to problem solve mathematically, and there is always the odd percent of students who suffer from "Technostress" and get frustrated too quick if the technology is too complicated, or not fast enough for their taste.
The intelligences are:
Linguistic intelligence- capacity to understand and produce language, both natural and acquired through 2nd language. Entails appreciating patterns, trends, sounds, and semantics. Often this type of student tends to look for similarities instead of differences.
Logical-mathematical intelligence -capacity to reason deductively, problem-solve, self-pace, use common sense, and think both inductive and deductively.
Musical intelligence -appreciates patterns, trends, rythm, decoding, and connecting; similar to linguistic and mathematical intelligence.
Bodily-kinesthetic intelligence - using the body to problem solve
Spatial intelligence -understanding patterns, compartmentalization, and spacing
Interpersonal intelligence - understanding others (socially)
Intrapersonal intelligence - understanding oneself
Hence, in Howard Gardner's own words:
..seven kinds of intelligence [9, minus naturalistic and spiritual intelligence] would allow seven ways to teach, rather than one. And powerful constraints that exist in the mind can be mobilized to introduce a particular concept (or whole system of thinking) in a way that children are most likely to learn it and least likely to distort it.
Therefore, it is best to apply the MI model in the classroom so that teachers can tap on every possible chance for a student to succeed. Included is an Enotes link to Gardner's excellent book on teaching styles titled The Unschooled Mind: how Children Think and How Schools Should Teach (1991).