Opportunity for increased meaningful class-related actions outweigh distractions associated with using technology in class

As a longtime laptop notetaker during class, the article “The Pen is Mightier than the Keyboard: Advantages of Longhand Over Laptop Note Taking,” made me want to reconsider how I take notes in class. At home, I take notes in a notebook, but during class, due to the fast nature of the lecture environment, typing always seemed like the most efficient way to get the most information down, so I could reflect on the information later.  Yet, my laptop often provided lots of distractions during “downtime of the lecture” or when I go into habituation, ready to check my email or social media and I admit I could miss out on some important lecture details.  After examining the results of all three studies, I can realize that the old-fashioned way of longhand note-taking could be more beneficial for conceptually grasping contents on a deeper intellectual level because it causes you to think about solely what’s in front of you.  There are less distractions to keep you from thinking about anything else but the lecture.

Over the last decade, class interactions, especially at the college level, have grown to use online applications to enhance the learning experience.  There is really no clear cut answer of whether laptops should be allowed in the classroom, as studies, such as the one mentioned above, show that technology decreases ones ability to grasp abstract concepts versus the hard facts.

Study reveals students dedicate approximately 70 percent of their time on class related activities when using technology. 

Fifteen teachers to-be, which statistically speaking is a small sample size, participated in a study about digital devices in classes in Digital Devices in Classroom- Hesitations of Teachers to Be” by Paul Lam and Aiden Tong. When the participants had free use of their computers in class, they dedicated approximately 70 percent on class related activities and 30 percent to activities not related to class such as email or social networks.   Students spent the most time reading class materials (2.47), which contributed to more meaningful questions, taking class notes (2.29), reading relevant web materials (2.27), and communicating with others on the computer about subject related content (1.93).  A number of 3 meant frequently, 2 meant occasionally and 1 meant never.  When students were not using technology towards class use in class, they were most frequently reading email (2.13). All other activities such as instant messaging, reading the news, playing games, or online shopping had averages in the frequency of never.  This sample did not seem representative of the things people do, as it did not include social media networks, things that I believe truly disrupt student learning. 

The participants also agreed that having free use of technology improved motivation to learn, enhanced meaningful course-related interactions for learning in class through online communications, and enabled students to actively explore information for learning online, and made students more willing to attend class.  However, the students realized that the technology use made them less attentive in class.

More than 50 percent of students favor some digital device regulation in their classes. 

Another study sampling 777 students at six U.S. college identified that they used a digital device approximately 10.93 times throughout the day to combat boredom, entertain themselves or stay connected to the outside word.  More than 80 percent of students said this behavior caused them to miss valuable instruction from not paying attention. The majority of that population (53.7 percent) favored policies that regulated digital devices in class but were opposed to an all out ban (91.2 percent).

 In the last section of Lam and Tong’s study, the aspiring teachers (students) would like to have (or were neutral over) the opportunity to use personal computers in class.   They enjoyed having a greater of autonomy and the ability to access PowerPoint slides, readings, and other references immediately.  On a contradictory note, the teachers disagreed with the practice of allowing personal computers in the classroom for better learning outcomes and to promote computer use in classrooms.

Technology use is beneficial in the classroom because it improves overall academic achievement, but students need to learn digital self-regulation to cut down on distractions such as social media or email. 

Past research (Mackinnon and Vibert 2002) concluded that laptop use enhances motivation, the ability to apply course based knowledge and improves overall academic achievement.  The study determined that distraction becomes a problem only when users are engaged in non-class activities whereas such practice served as a facilitator to learning if activities engaged were course-related. In today’s multi-tasking oriented world, the temptation to use computers for purposes besides class whether that be other class work, social media, or simply surfing the web is great and easily accessible.  Textbook publishing company Cengage asked students how they misuse technology in the classroom.  Texting was the greatest distraction as 60 percent of respondents identified that as a source of distraction, followed by social media use during class with 59 percent participating in that during class. 

This becomes a matter of teaching students how to practice digital self-regulation perhaps through repercussions for reckless and distracting technology use. Others idea are to have teachers incorporate device controlling technology such as Nearpod, promote class participation with clicker question or provide a package of teaching materials that students can access and work on during class to keep them engaged.  

An article called the Rules of Engagement by David Raths calls on assistant professor Jonathan Rossing at Indiana University, who suggests using digital devices for extra research in class as well as using it as a tool for collaboration.  Technology definitely does have a place in the classroom but the proper use of how to use it is constantly being re-defined. 

Despite the distractions associated with technology, I only see the use of laptops and personal devices increasing in classrooms due to the amount of benefits that digital interactivity can promote. Technological use in classrooms can definitely be optimized and distractions can be minimized, teachers just need to figure out how to regulate that balance.