The debate over whether students should be allowed to use laptops and tablets to write essays in class has been ongoing for years. On one hand, technology provides students with a fast and easy way to type up assignments. Others argue that computers can be distracting and actually impair focus and learning. Like many educational issues, there are good arguments on both sides of this discussion.
Proponents of computers in the classroom point to several key advantages of allowing technology for writing assignments. For one, typing is often much faster than handwriting, allowing students to get ideas down quickly before they lose traction or forget certain details. This is especially helpful for in-class writing like essay exams where time is limited. Typing also avoids messy handwriting issues that can sometimes be difficult for teachers to decipher. With typed work, instructors can focus on content rather than penmanship.
Technology also makes it simple for students to make edits, revisions, and formatting changes on the fly as they write. Things like spellcheck, copy/paste, add/delete, and search functions speed up tasks like citations, quotations, and reorganizing or reworking sections of an essay. Students accustomed to typing rather than writing by hand argue they think through and develop their ideas much better using a keyboard versus struggling to keep up with their thinking process on paper.
Supporters point out computers provide accessibility advantages as well. For those with certain disabilities impacting handwriting like dysgraphia, typing allows full participation in writing assignments versus potential struggles with handwritten work. Laptops and tablets also make collaboration on group projects or peer review easier by facilitating sharing of documents digitally in real-time. Additionally, with saved digital files, students always have access to their work rather than risking lost or damaged paper copies. This allows for easier long-term organization of and returning to old essays and schoolwork.
On the other hand, opponents argue there are also significant downsides to computers in the classroom during writing sessions. One major concern is the ubiquitous distraction of the internet and all the web browsing and non-school apps at students’ fingertips. Even with websites and programs blocked, notifications and social media updates are easy temptations on devices. Studies show students regularly multi-task and switch apps during class when technology is introduced, to the detriment of their focus and retention of material.
Critics also believe the physical act of writing helps cement ideas and memories better than typing on a detached keyboard. Researchers have found handwriting activates different areas of the brain compared to typing. The motor skills used to form letters and diagram ideas on paper may aid cognitive processing and memory in a way laptop keys do not fully replicate. Others note students who write by hand tend to pause and reflect more as they form each word, versus typing which can encourage an emphasis on speed over quality or depth of thinking.
Traditionalists argue the introduction of computers disrupts the classroom environment and takes away from personal interaction between students and teachers. With everyone focused on their own screens, it can impede class discussions, group activities, and rapport building. An over-reliance on technology also does not prepare students for high-stakes paper-based exams and situations where laptops may not be allowed, like in a job interview. It fails to develop indispensable handwriting skills still required in many fields like healthcare, engineering, and academics.
Some schools have attempted compromise policies, like only allowing last laptop use during the final editing phase of assignments. Enforcement is difficult and distractions still persist from devices not actively in use. Overall, most experts agree a one-size-fits-all ban or pass on computer policies is an oversimplification – different subjects, grade-levels, individual students, and instructors require consideration. Schools exploring laptop use would be wise also pilot varying approaches and carefully study effects on actual learning and performance rather than assumed benefits of technology alone.
When weighing all factors, many educators conclude a balanced stance is best. Computers have clear utility for writing but should only be an optional tool rather than a blanket replacement for handwriting. Teachers could selectively integrate laptop periods for drafting and outlining larger projects while still requiring final polished essays and in-class exams be handwritten. Setting rules around only educational use of devices, no notifications, and keeping screens visible also helps address criticisms.
Some individual accommodations may make sense as well depending on a student’s documented needs. Overall, a nuanced, evidence-based approach seems prudent versus absolutist bans or free-for-alls that fail to consider multidimensional impacts on various learners. With evolving research, school policies on this debate will likely also continue adapting to find the right fit for each educational community. The key is moderation and policies responsive to demonstration of both benefits and drawbacks for student learning in each setting.
There are good-faith rationales on both sides of allowing student computer use for writing assignments in class. Both technologies offer undeniable upsides but also introduce challenges that require mitigation. A balanced, tailored approach respecting individual student needs along with consideration for impacts demonstrated through local data seems the most prudent path forward. Outright prohibitions or unrestricted access risk missing opportunities for either advantages or distractibility. With open and ongoing assessment of real-world outcomes, schools can develop well-reasoned stances balancing traditional skills, accessibility, and integration of helpful innovations to serve all members of their learning communities.
Andrew Stroud