By Sean Kheraj
In recent years, several scholars have expressed a desire to ban laptop computers and smartphones from the classroom. This urge to prohibit the use of computing devices, however, may be a reflection of our own shortcomings as educators. It may also be a future liability for higher education. What are the implications of excluding technologies that have revolutionized information gathering, analysis, and communication from our teaching?
As a historian, I am all too familiar with the sentiments expressed in a recent article on NewYorker.com, “The Case for Banning Laptops in the Classroom,” by mathematics and computer science professor Dan Rockmore. To support his case, Rockmore points to a handful of studies of student performance, comparing students with laptops to students without. For example, he looks at an often-cited 2003 paper in Journal of Computing in Higher Education titled “The Laptop and the Lecture: The Effects of Multitasking in Learning Environments” [PDF], which found that students who multitasked on laptops during a lecture had poor performance on subsequent quizzes. A 2013 study by a team at York University found similar results. According to their conclusions:
We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not. The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content.
Some university faculty have since relied on these kinds of studies as scientific evidence that proves that computing devices are detrimental to learning. Their solution? Ban computers from the classroom! Continue reading