Sneha Tandan
Dr. David Snowball teaches in his Advertising class on Sept. 26 2024. Dr. Snowball doesn’t allow screens, for which he explains they could interfere with learning and memorizing the lesson.
While schools have progressed to a digital landscape following the COVID pandemic, some Augustana classes impose technology bans inside the classroom.
Should more classrooms go screen-free to create a more equal learning environment? Would this change ensure the inclusion of every single student around campus? Many contend that prohibiting electronics levels the playing field and makes sure that no student benefits from having access to the newest technology.
Although this strategy seems reasonable, the situation is more nuanced. The underlying problem of the digital divide cannot be resolved by merely banning screens from classrooms. Hiding the problem does not solve the problem.
The objective of in-class technology bans is to end the inequality that exists in students’ access to computers, tablets and software, therefore, establishing an environment where everyone can engage equally and without being distracted by technology. This method assumes pupils will be liberated from the disparities caused by their socioeconomic origins if screens are removed from the classroom. However, hiding gadgets doesn’t make the gap go away; it only makes it less obvious.
Students still need dependable access to the internet to study outside of class, computers for homework and gadgets for peer collaboration and professor communication. The digital divide does not end at the boundaries of the classroom. While some students could be managing shared laptops or patchy internet at home, others might have fast Wi-Fi and modern equipment. We’re not addressing these bigger gaps if our only goal is to get rid of screens in classrooms.
Augustana should prioritize increasing everyone’s access to technology over limiting it. To reduce the digital gap, it would be beneficial to create programs that allow students to borrow computers and tablets, and provide seminars that teach digital skills. By taking these steps, rather than punishing those who do not currently have access to technology, all students would benefit from it.
Furthermore, it is a fact that some students consider technology to be indispensable rather than only a convenience. For example, students with learning difficulties frequently use
digital technologies to take notes and access course materials. For them, a screen ban may exacerbate the divide and prevent them from engaging completely in their schooling.
In the end, although having no screens in the classroom may seem like a quick answer, it doesn’t fully address the extent of the digital divide. Augustana must embrace technology and make sure all students have the skills and resources they require to achieve, both inside and outside the classroom – a genuinely equitable learning environment. Less technology isn’t the answer, universal access is.