Engaging the Disengaged: Implementing a No-Tech Policy after Years of Adding Tech to the Classroom

Autor/in	Quesenberry, Keith A.
Titel	Engaging the Disengaged: Implementing a No-Tech Policy after Years of Adding Tech to the Classroom
Quelle	In: Journalism and Mass Communication Educator, 77 (2022) 3, S.339-347 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/10776958221106020
Schlagwörter	Laptop Computers; Technology Integration; Technology Uses in Education; Educational Policy; Classroom Environment; Learner Engagement; Handheld Devices; Telecommunications; Educational Benefits; Higher Education + Suchen Sie Ihr Suchwort? Laptop computer; Laptop; Computer; Digitalrechner; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Klassenklima; Unterrichtsklima; Telekommunikationstechnik; Bildungsertrag; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01