Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

Our smartphones enable—and encourage—constant connection to information, entertainment, and each other. They put the world at our fingertips, and rarely leave our sides. Although these devices have immense potential to improve welfare, their persistent presence may come at a cognitive cost. In this research, we test the “brain drain” hypothesis that the mere presence of one’s own smartphone may occupy limited-capacity cognitive resources, thereby leaving fewer resources available for other tasks and undercutting cognitive performance. Results from two experiments indicate that even when people are successful at maintaining sustained attention—as when avoiding the temptation to check their phones—the mere presence of these devices reduces available cognitive capacity. Moreover, these cognitive costs are highest for those highest in smartphone dependence. We conclude by discussing the practical implications of this smartphone-induced brain drain for consumer decision-making and consumer welfare.

After a decade of adding technology to the classroom, students asking for a laptop ban sent me on a journey of discovery. After a literature review of existing research and a semester of a no-tech policy, I found less tech, not more increases student engagement and learning. Despite more than a dozen studies over the last decade detailing the negative learning effects of laptops in the classroom, the majority of faculty believe that laptop use in class increases learning. I highlight the research findings, explain my experience with the new policy, and provide suggestions on how to attempt your own.

It turns out I am a Luddite, at least pedagogically speaking. On the questions raised by this set of issues, my sense is that my colleagues, not just at my university but in the academy generally, are divided into three campus. There are those like me. There are those who find us and our pedagogy desirable, but for reasons intrinsic or extrinsic to themselves they cannot or will not join us and fashion their classrooms accordingly. And then there are those who, on principle, oppose Luddite pedagogy.

This last group, broadly speaking, views screens, phones, tablets, laptops, the internet, etc., as positive supplements or complements to the traditional teaching setting, and want as far as possible to incorporate student use of them in the classroom. This view extends beyond the classroom to, e.g., learning management systems and e-books, videos and podcasts, etc., etc. The scope of the classroom expands to include the digital architecture of LMS: a "space" online where discussion, assignments, interaction, learning, video, editing, grading feedback, and so on are consolidated and intertwined.

Gentle Reminders

When students pull out cell phones or laptops in class, quietly remind them to tuck their devices away or send a follow-up email to them after class to remind them. Calling them out in front of their peers can have negative effects on creating a positive learning environment. If this becomes a more common occurrence among students, reintegrate some of the introductory slides into the start of a class session to remind students of the positive reasons why you ask them to tuck their electronic devices away – it’s about supporting their learning.

Physical classrooms are now being recognized as spaces that can provide sanctuary from the ever-present screens that follow us around through most of our lives. Learning with peers is a way to learn not just new facts but new perspectives, to test out ideas through focused discussion and problem-solving and to practice human relationships. All these skills are important—even (and especially) for students whose careers will be dominated by technology use or development. Further, at a time when even our attention is commodified, research shows that putting phones and laptops at a distance increases focus and retention of learning. Add to this the mental health and social learning benefits of person-to-person collaboration, and the case for lower-tech classrooms becomes clear.

Classrooms nowadays are generally equipped with technology such as computers and presentation screens to assist with teaching. However, we all know that sometimes technology fails to operate as expected. This page, sourced from Yee's (2020) Interactive Techniques, introduces a variety of teaching and learning activities which require minimum or no technology for instructors to adapt to unexpected teaching situations and engage students in effective discussions