Engaging the Disengaged
Implementing a No-Tech Policy After Years of Adding Tech to the Classroom
Bibliographic Data
| ID | 21643469 |
|---|---|
| Authors | Keith A Quesenberry (Messiah University, Mechanicsburg, PA, USA, corresponding author) |
| Year | 2022 |
| Volume | 77 |
| Issue | 3 |
| Pages | 339-347 |
| Publication date | 2022-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journalism & Mass Communication Educator (JOURNAL) |
| Journal identifiers | ISSN: 1077-6958 • E-ISSN: 2161-4326 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10776958221106020 |
| OpenAlex | W4283742175 |
| Language | EN |
| References cited | 10 |
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
Class size · Dozen · Georgia tech · High tech · Laptop · Library science · Mathematics education · Medical education · Pedagogy · Political science · Public relations · Sociology · Virginia tech · Computer Science · Innovative Teaching and Learning Methods · Medicine · Mobile Learning in Education · Online and Blended Learning · Psychology
| Highly cited | No |
|---|