#  Devices in the classroom? Things to consider 

 



   ![Alison Simmons](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/kz7a9745_favorite_cropped.jpg?itok=LMETkPZp) 

 

**Alison Simmons, Samuel H. Wolcott Professor of Philosophy**, made a decision in 2012 to [include a policy in all her syllabi](/devicepolicy) stating that electronic devices be put away during class time.

## The benefits

Without distractions, her students are more actively engaged. “Philosophical discussion is a team sport that requires refraining from conversation and activities that do not contribute to the discussion, actively listening to each other, and working with each other."

## The challenges

It may not be realistic to stick to a primarily tech-free conversation (“I can't do this forever. I’m going to have to use texts online, as much as I would like students to handle the physical object.”) but she worries that the growing prevalence of digital, verbatim note-taking means students are not synthesizing concepts and putting off the actual learning for later.



 

##  Takeaways and best practices 

 



 ### Simmons uses humor in the first class meeting

Simmons uses humor in the first class meeting to dispel any misunderstanding about whether instructors see student attempts to use devices discretely: “I say, ‘I know you think you can text and I don’t know about it, but nobody looks at their lap and laughs.’”



 

 ### She encourages students to meet with the instruction team

She encourages students to meet with the instruction team for special requests to use a note-taking device. Though she’s prepared to make a modified arrangement, she’s never received a request.



 

 ### Utilize technology at key moments

On occasion, she will ask that students access a piece of information on their device, allowing some flexibility to utilize technology at key moments.



 

  

 

 

 

### Bottom line

Candid discussion about the policy and the ways in which devices can enhance – or detract from – learning gives students ownership of their classroom experience. “Something is missing in the classroom with overuse of devices. This is a time that we have together to talk about ideas, and it's kind of rare. We want to use it in the best way that we can.”



 

##  Related research 

 



  [### Vulnerability in the classroom: instructor's ability to build trust impacts the student's learning experience

 ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_gale_infotracacademiconefile_A448442207) This study on “Vulnerability in the Classroom” uses the social, political, economic, legal, intercultural, and technological (SPELIT) environments, called the SPELIT model, and the Kruger Iceberg Change (2011) model to analyze the impacts of changing a... 

 

 

   [### The Academic and Social Value of Ethnic Studies

 ](https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:880e0ee8-fd22-4697-a31e-609f7518ef0c) There is considerable research evidence that well designed and well-taught ethnic studies curricula have positive academic and social outcomes for students. 

 

 

  

 

 [ More Research arrow\_circle\_right ](/intopracticeresearch) 

 

 

 

##  Related resource 

 



  [### Debate as Pedagogy

 ](/links/debate-pedagogy) Interested in learning more about how Harvard professors encourage debate in their classrooms? Read or watch these reflections from VPAL’s 2017 Debate as Pedagogy event featuring Charles Nesson. 

 

 

   [### Berkman Klein Center’s Nymspace Platform. 

 ](https://cyber.harvard.edu/projects/nymspace) Are you convinced and want to implement anonymous discussions in your classroom? Check out the Berkman Klein Center’s Nymspace Platform. 

 

 

  

 

 [ More Resources arrow\_circle\_right ](/intopracticeresources) 

 

 

 

 



 

 See also:- [ FAS ](/featured-faculty/fas)
- [ Into Practice Issues ](/practice-categories/practice-issues)
- [ devices ](/topics/devices)
- [ discussion ](/topics/discussion)