Digital Devices in the Return of In-Person Classes

By Gavin Frome

Eighteen months away from in-person learning has forced students and instructors to accept an intimate relationship between teaching and technology. Now that we have become accustomed (however grudgingly) to relying upon digital devices during classes, what role should they play in a “traditional” mode of face-to-face learning? Prior to the spring of 2020, many instructors were comfortable banning the use of digital devices in class – except for those designated as accommodations by a letter from the Academic Support and Access Center. I have heard anecdotes from many a teacher on the distracting influence laptops have on students. “They’re always looking at shoes,” one instructor lamented.  

“Involving students in the creation of course policies, specifically those governing the use of mobile devices, may increase student engagement and enhance student perceptions of an instructor’s competence and dedication to their success”

Do we still believe that laptops, tablets and cellphones will detract from learning and create shoe-related distractions or can these devices be used to enhance in-person learning?  The suggested strategies below will help you think through these complex issues and create a meaningful policy for the use of digital devices in your class. 

The first decision you must make regarding the development of a policy for digital devices in the classroom involves whether you would prefer to construct the policy by yourself or in collaboration with your students. Including students in the creation of course policies, specifically those governing the use of mobile devices, may increase student engagement and enhance student perceptions of an instructor’s competence and dedication to their success (Finn and Ledbetter, 2013; Hanson, et al., 2011). If, however, you prefer to establish these policies yourself, your next step should be to think about the concerns that you have about technology use in the classroom.  For example: 

  • Should some devices be allowed while others are restricted?  
  • If students are allowed to use devices, should there be restrictions on their use?  
  • What will the consequences be for students who violate these policies? You’ll need to feel comfortable enforcing your policy consistently, so a zero-tolerance policy might not give you the flexibility you want in your interactions with students. 
  • Do these policies fit your course goals? 
  • What type of technology use is prevalent in your field? If you’re teaching a course for majors or an upper-level course, you might consider what technologies your students should know about in your field and incorporate them into your course. If you do, however, be prepared to accommodate students who may not have access to the devices you plan to utilize.  
  • How will you support students whose accommodations letters permit them to use a device or devices in class? For example, a complete ban on laptops and other devices would “out” a student with an accommodation letter. A policy that allows students flexibility to use laptops responsibly for class-related purposes when appropriate may prove more equitable. 

Once you have considered the pros and cons of your technology policy, draft a statement and add it to your syllabus. Here, it may be helpful to cite specific studies to ground an explanation of your rationale.  On the first day of class explain the policy to your students. If you plan to allow the use of devices in specific contexts, identify and share your expectations for how students should and should not behave in those situations. For instance, students may use laptops to take notes, but they should not browse the internet to look at shoes unless specifically requested to do so. Finally, for the remainder of the course you should enforce your policy consistently. Failing to do so will weaken the policy and lead to a feeling of inequity among students. 

No matter which approach to technology in class you decide on, check in on recent scholarship from time to time, or consult with an instructional designer, as best practices for the use of technology in instruction are likely to change in the future. For more information on crafting an effective technology policy for your course, visit CTRLs guide on digital devices in face-to-face classes.

Author Bio

Gavin Frome is a Graduate Assistant for Teaching Support at the Center for Teaching, Research & Learning and doctoral candidate in the Department of History. 

Further Reading 

Darby, F. (2021, May 5). 7 dos & don’ts for post-pandemic teaching with technology. The  Chronicle of Higher Education. https://www-chronicle-com.proxyau.wrlc.org/article/7- dos-donts-for-post-pandemic-teaching-with-technology  

Morris, P., & Sarapin, S. (2020). Mobile Phones in the Classroom: Policies and Potential  Pedagogy. Journal of Media Literacy Education, 12(1), 57–69.  https://doi.org/10.23860/JMLE-2020-12-1-5  

Parry, D. A., le Roux, D. B., & Cornelissen, L. A. (2020). Managing in-lecture media use: The  feasibility and value of a split-class policy. Journal of Computing in Higher Education,  32(2), 261–281. https://doi.org/10.1007/s12528-019-09232-z  

References  

Finn, A. N., & Ledbetter, A. M. (2013). Teacher power mediates the effects of technology  policies on teacher credibility. Communication Education, 62(1), 26-47.  https://doi.org/10.1080/03634523.2012.725132  

Hanson, T. L., Drumheller, K., Mallard, J., McKee, C., & Schlegel, P. (2011). Cell phones, text  messaging, and Facebook: Competing time demands of today’s college students. College  Teaching, 59, 23-30. https://doi.org/10.1080/87567555.2010.489078