Are Laptops Becoming Obsolete

Jonathan Haidt, a noted social scientist, recently shifted his focus from banning cell phones in schools to targeting laptops in classrooms. He argued that these devices should be removed immediately, citing an op-ed by psychologist Jean Twenge, who deemed 1:1 device programs a failure. Other public intellectuals have echoed similar calls.

Some critics believe that the rapid expansion of classroom technology has done more harm than good. Jared Horvath, a neuroscientist at the University of Melbourne, argues that schools need to return to a more limited and purposeful use of devices. Horvath told Edutopia that the pandemic accelerated the adoption of technology, and now schools are stuck with it. He argues that severely curbing device use is the better path.

Schools and states are taking action. The Los Angeles Unified School District recently moved to li

Marcus Luther, a high school English teacher, says critics often blur the lines between passive screen time and productive digital activities.

Luther describes his approach to laptop use as minimalist and intentional. He feels caught between those pushing for full adoption of new technologies and those advocating for sweeping bans. Kane, a middle school math teacher, agrees that teachers should be trusted as professionals rather than subjected to blunt mandates. He recently experimented with a month-long laptop ban but found it had trade-offs.

The use of devices in classrooms has become a hot topic. Kane had already begun scaling back on tech tools due to logistical headaches. His experiment showed benefits like increased engagement and willingness to revisit mistakes, but also drawbacks like longer planning and grading times. He now describes himself as “paper-first” but not anti-technology.

Critics say Horvath’s data aggregates different devices and uses under a single category. Kane, despite being inspired by Horvath’s book, isn’t convinced by all the data. Kane now describes himself as “paper-first” but not anti-technology. Teachers like Luther and Kane aren’t defending the status quo.

Teachers like Luther and Kane share concerns about overuse of screens but also see the value in digital tools. Luther frames his approach as a question of discernment. He uses laptops for specific tasks that analog tools can’t replicate efficiently. For example, shared Google documents allow real-time feedback and ongoing dialogue during writing processes.

Brett Vogelsinger, another high school English teacher, confirms similar limited use.

Critics argue that laptops introduce a level of distraction. Time management is a key consideration. Luther’s school uses monitoring software to keep students on task, but he acknowledges that the mere presence of a laptop can be distracting. Luther is concerned that the conversation is shaped by extremes rather than the messy middle ground.

The debate over classroom technology involves era-defining inventions that have reshaped knowledge access and creation. Prohibiting these tools in schools would change classroom management and deprive students of essential devices for college and careers. Teachers argue for clearer limits on tech use, particularly for young students, but also for flexibility to adapt decisions to classroom needs.