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Using digital devices wisely in classroom 

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Cite this guide: Park, J. (2021). Personal Devices in the Classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/personal-devices-in-the-classroom/.

Electronic devices can create a barrier between the instructor and student. Instructors might wonder what students are doing on their devices. Is the student taking careful notes? Searching web sites relevant to the class discussion? Accessing Brightspace? It can be difficult for an instructor to distinguish these activities from chatting with friends, checking Instagram and TikTok, or shopping online.

The topic of developing policies around the usage of personal electronic devices in college classrooms has been hotly debated. Some have come out in favor of laptop bans (see Dynarski), citing studies that indicate that some students who use laptops in class retain less information and distract their peers more than students who do not use laptops (see Carter, Greenberg, and Walker). Others have defended the usage of personal electronic devices in the classroom in order to protect the privacy of students who must use them for accessibility reasons and to allow for easier integration of online tools in classes (see Pryal). Still others have called into question whether the debate around banning laptops and other electronic devices distracts from the larger mission of enhancing the learning experience for students (see Lieberman).

For a variety of reasons, banning electronic devices such as laptops can lead to negative outcomes. However, many faculty will want to establish clear, compassionate policies that guide students in using technology well in face-to-face classrooms.

Set clear guidelines upfront by including a statement in your syllabus about the use of personal electronic devices. Here are a few questions to guide you when thinking about what role students' personal electronic devices will play in your classroom.

Will electronic devices be integrated into your classroom activities?

Electronic devices may make sense in some classes more than others. If your class is largely discussion based, then it may be appropriate to adopt a policy that limits the use of electronic devices in class.

Are course assignments posted electronically for students to access?

If your students will be accessing content and resources for your class via Brightspace or if the class involves using a particular piece of software like Excel or Photoshop, then a stronger case might be made for the inclusion of laptops and other electronic devices in class so that students can access these resources.

Is the class structure consistent from one meeting to the next?

An electronic devices policy does not have to be an all-or-nothing proposition. It may be that such devices are more useful or acceptable during some class meetings than others. In these instances, a hybrid policy might be beneficial.

In what ways will students themselves help to shape a technology policy in my class?

Students have a vested interest in the structure and effectiveness of classroom activities. Involving students in a discussion or even a development of a technology policy reinforces their role as co-creators of the classroom experience. How do students want to engage in class discussions? How do they see technology as necessary for their own learning? What kinds of policies will help them do their best work?

Considering these questions will also help you communicate to students why a policy is in place, potentially resulting in better acceptance of the guidelines.

Developing A Policy

Once you have determined the extent to which you and your students will use electronic devices in class, you will want to develop a supporting policy statement for your syllabus. This could take many forms, and may depend on the nature of your course.

Purpose

Explain why you have implemented a policy. It could be that the format of your class relies heavily on discussion or other activities from which electronic devices would distract. This is a great opportunity to explain your teaching philosophy and expectations for student engagement during class.

Definitions

State clearly what devices your policy includes: laptops, cell phones, tablets, etc.

Procedures

If laptops and other personal electronic devices are allowed in class, how will the use be managed? Some policies simply require students to be conscientious of others in the classroom. Will students be able to connect the laptop to a power outlet or only use battery power? Should students put the lid down on the laptop during class discussion time? What behaviors will you expect from students? Will students who want simply to take notes be permitted to use the laptop, but not an Internet connection? How about students who benefit from accessibility features on their devices?

Consequences

Clearly state the consequences students will face when they do not adhere to the policy. Make sure the penalties are enforceable and that you are willing to follow through with them. If you have involved students in this policy from the beginning and they have bought into the principles behind the policy, just reminding students of the agreement the class made as a group will help get folks back on track.

Exemptions

Keep in mind any accessibility related reasons a student might have that require a laptop or other electronic device for class. The policy should not be so restrictive that it impedes the rights of those students with special needs or does not make allowance for ADA compliance. For instance, it may be worthwhile to consider if your policy for a certain class would inadvertently single out students with disabilities and/or accessibility needs.

Syllabus Design

It may be useful to keep in mind general best practices for good syllabus design, including co-creating rubrics with students (when applicable), as you define and communicate your policy around the usage of personal electronic devices in the classroom.

Past Vanderbilt University Senior Graduate Teaching Fellows and Graduate Teaching Fellows Jessica Riviere, Danielle Picard, and Richard Coble produced a guide on Syllabus Design. The guide considers what components can be incorporated into a syllabus and how a syllabus is related to course design.

The University of Colorado Boulder developed a teaching resource that explores the process of co-creating rubrics with students. The resource offers some approaches and best practices for this rubric co-creation process, such as focusing on learning outcomes and continuing to draft the rubric as the course progresses.

The Center for Education Innovation & Learning in the Sciences at the University of California Los Angeles has gathered several resources on inclusive syllabus design in a teaching guide here. It highlights how a syllabus can welcome students and promote student growth. Additionally, Professors Tracie Marcella Addy, Derek Dube and Khadijah A. Mitchell wrote about steps that instructors can take to foster an inclusive classroom in an Inside Higher Ed feature. Their suggestions include but are not limited to regularly communicating with students and highlighting diverse practitioners in the field.

Instructional Strategies

In addition to a written policy, there are also techniques you can incorporate into your teaching that will help you manage students' use of electronic devices in the classroom. One simple technique is to have a screen-up and screen-down time in order to focus student attention. This strategy, as well as others can be found by exploring the links below.

Ellen Granberg and James Witte, assistant professors of sociology at Clemson University, published this book chapter about their experiences with laptops in the classroom. They found that laptops had a great potential to increase student engagement and learning when clear directions and instructions on when to use laptops were given.

The Teaching, Learning, and Technology Group has developed a collection of instructional strategies for teaching with technology based on Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education." This rich resource contains an assortment of practical ideas you can incorporate into your teaching. This includes using digital tools to publicize your availability and to virtually meet with students when the need arises.

Student Considerations

The decision to allow or restrict use of electronic devices in class can be a complex one. Policies will likely differ among your colleagues and may even differ for yourself among the courses you teach. Don't hesitate to contact the CFT if you are part of the Vanderbilt instructional community and would like to talk further with one of our consultants about this topic.

References

Addy, Tracie Marcella, Derek Dube, and Khadijah A Mitchell. "Fostering an Inclusive Classroom." Inside Higher Ed. Inside Higher Ed, August 5, 2020. https://www.insidehighered.com/advice/2020/08/05/small-steps-instructors-can-take-build-more-inclusive-classrooms-opinion.

Carter, Susan Payne, Kyle Greenberg, and Michael S Walker. "The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy." Economics of Education Review 56 (February 2017): 118-32. https://doi.org/https://doi.org/10.1016/j.econedurev.2016.12.005.

"Co-Creating Rubrics with Students." Center for Teaching & Learning. University of Colorado Boulder, March 18, 2021. https://www.colorado.edu/center/teaching-learning/teaching-resources/assessment/assessing-student-learning/rubrics/co-creating-rubrics-students.

Dynarski, Susan. "Laptops Are Great. But Not during a Lecture or a Meeting." The New York Times. The New York Times, November 22, 2017. https://www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html.

"Inclusive Syllabus Design." Center for Education Innovation and Learning in the Sciences. University of California, Los Angeles. Accessed October 11, 2021. https://ceils.ucla.edu/resources/teaching-guides/syllabus-design/.

Lieberman, Mark. "Enough With the Laptop Ban Debate!" Inside Higher Ed. Inside Higher Ed, November 29, 2017. https://www.insidehighered.com/digital-learning/article/2017/11/29/debate-over-banning-laptops-resurfaces-academics-seek-more.

Pryal, Katie Rose Guest. "When You Talk about Banning Laptops, You Throw Disabled Students under the Bus." HuffPost. HuffPost, November 28, 2017. https://www.huffpost.com/entry/when-you-talk-about-banning-laptops-you-throw-disabled_b_5a1ccb4ee4b07bcab2c6997d.

Riviere, J., Picard, D., & Coble, R. (2014). Syllabus Design. Vanderbilt University Center for Teaching. Retrieved 11 October, 2021. https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Jenny Park Print Version Cite this guide: Park, J. (2021). Personal Devices in the Classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/personal-devices-in-the-classroom/. Electronic devices can create a barrier between the instructor and student. Instructors might wonder what students are doing on their devices. Is the student taking careful notes?

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By Jessica Sanders

More and more teachers are bringing technology tools into their classroom to enhance learning and engage students. However, regular use of the Internet and apps requires teachers to add a new set of rules to their classroom that dictate proper behavior and use of this technology.

Use the following rules to give students the freedom to use these new tools without abusing the privilege.

1. Only visit approved Internet sites.

Keep posters near classroom computers or tablets to remind students what they can and can't do when browsing.

2. Never give out your personal information.

Students may not understand the importance of keeping their information private. Make this rule very clear to avoid issues with parents, while keeping your students safe.

3. Tell your teacher if you see something uncomfortable or inappropriate.

Cyber bullying or inappropriate graphics may confuse a student. Remind them that you are there if they feel uncomfortable, and that you should be the first person they turn to in this situation-rather than a fellow student.
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4. Never download anything without teacher permission.

Whether it's an app or a file, downloading something with a virus could put your equipment and networks at risk.

5. Leave your workspace as you found it.

This is likely already a classroom rule, and is even more important as students shuffle between activity stations with computers and tablets.

6. Print only if you have permission.

Students may see an image they love, get excited, and want to print it. You may not have a printer in your classroom, but if you do, this rule is a must.

7. Never change settings without permission.

This is especially important for safety settings that block certain websites and control anti-virus protection.

8. Place devices on chargers when not in use.

Remind your students: if you want to use the tablets tomorrow, they need to be charged. This is a must-have rule.
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9. Touch the mouse and keyboard gently.

Kids may not yet know how to handle expensive technology. Remind them that slamming the keyboard and mouse or touching the screen are not acceptable uses of these tools, and will result in the loss of their technology privileges.

10. Do not eat or drink near devices.

This is another rule that may not come naturally to your students. Remind them that spilling a drink on their keyboard could break it, and therefore they will no longer be able to use it.

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By Jessica Sanders More and more teachers are bringing technology tools into their classroom to enhance learning and engage students. However, regular use of the Internet and apps requires teachers to add a new set of rules to their classroom that dictate proper behavior and use of this technology.

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The number of English Language Learners in the US today continues to increase rapidly. According to the Organization for Economic Co-operation and Development (OECD), an average of just over 10% of students in developed countries are learning in their second language. The US has almost double this number however. The disparity is even greater in many US schools where over 30% of the population is learning in a second language.

While Spanish is the top language spoken by English Language Learners in the US, this can vary widely by region. Learning in a language that is not your own and having little or no English speakers at home to help can cause a significant achievement gap. This gap only grows larger as the complexity of content increases. The purpose of this post is to provide a few technology options and add-ons that can help English Language Learners succeed in the classroom.

Below you will find five common supports that can assist English Language Learners in a variety of grade levels and content areas. While it is by no means an exhaustive list, it should provide you with a great place to get started:

Electronic Translation Tools - Having access to a translation tool is probably the most obvious support on this list. That doesn't make any less important however. Students who do not speak English as their primary language often understand the majority of English words. It is the content specific words that are rarely used in normal conversation that often cause confusion. Simple tools such as Google Translate can quickly provide translations on any web connected device.

Text-to-Speech - Learning to speak a language is not the same as learning to read and write in that language. Many times students learn to speak in English, but then struggle to keep up with all of the reading required. A great support that can help increase comprehension and reading speed for English Language Learners is Text-to-Speech.

Text-to-Speech (TTS) software reads digital text aloud. Proper TTS software should include the ability to highlight each word as it is being read aloud, in addition to controls for speed, volume and voice selection. Software such as Read&Write for Google Chrome and Read&Write for Windows/Mac also include a variety of foreign voices that students can use to have text read aloud in their native language. Text-to-Speech also helps students learn to pronounce words correctly.

Visual and Talking Dictionaries - Having access to the definition of a word you are not familiar with is always helpful. Unfortunately for students who speak English as a second language this is not always a comprehensive enough solution. Additional supports, such as dictionaries that include Text-to-Speech and/or a visual component can increase the likelihood that students will understand a word's true meaning. Simple tools like the Google Dictionary Chrome extension can provide the definition of any word and speak the word aloud to help with pronunciation. For the complete definition to be read aloud, a more advanced support such as the premium version of Read&Write for Google, which also offers a picture dictionary, can be used.

Word Prediction - Not long ago word prediction was considered strictly an assistive technology support used mostly by individuals with physical disabilities who had difficulty typing. Fast forward to today and most people use a form of word prediction everyday on their smartphone or tablet. Because the English language does not always follow the alphabet principle (meaning not all words are pronounced according to individual letter sounds), added confusion for English Language Learners can occur when writing. Word prediction can help.

Take "phone" for example... Learners who know the English alphabet would likely assume that phone would start with an "f" instead of a "ph". This would be incorrect however. Word prediction can help English Language Learners who spell phonetically make correct word choices. An added benefit is that most word prediction software allows the word to be read aloud. While smartphones and tablets can provide a certain level of support, advanced word prediction applications like those found in Read&Write have a number of improvements and options that can help even the most reluctant writers.

OCR Supports - For any of the above technology supports to be useful, students must have access to digital text. Text coming from websites, Word or Google documents, PDF files or other electronic sources work fine for the most part. Worksheets, printed textbooks and locked or inaccessible digital files will not work however. To overcome this files can be scanned and OCR'd using additional software. Some scanners may have OCR (Optical Character Recognition) software included. Otherwise supports such as Snapverter (an add-on for Read&Write for Google Chrome domain or group customers) can help to make content accessible.

Hopefully the list above will serve as a good starting point when looking to integrate more technology with English Language Learners. What additional supports, software or other EdTech related tools/resources would you recommend?

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Digital Supports for English Language Learners

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The number of English Language Learners in the US today continues to increase rapidly. According to the Organization for Economic Co-operation and Development (OECD), an average of just over 10% of students in developed countries are learning in their second language. The US has almost double this number however.

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Research Guides: Teaching Activities and Lesson Plans: Free Websites for Teaching Activities and Lesson Plans

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Your CECH Library guide to finding resources for teaching activities and lesson plans.

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Managing Cellphones in the Classroom | Teacher Tip Tuesday