Considerations for Limited-Tech and Screen-Free Learning Experiences
In the current moment of Generative AI, some instructors may have sound pedagogical reasons for limiting technology use in their classrooms. Limited-tech or screen free activities can provide opportunities for students to focus more fully on the immediate learning environment , and on collaboration and interactions with one another.
That said, it is equally important to keep in mind the value of technologies in fostering learning, accessibility and inclusion. Limited technology use may create unintended barriers to learning and inadvertently single out and stigmatize students who prefer not to disclose their accessibility needs. It is critical that we all maintain classrooms that are welcoming, inclusive, and help everyone feel they belong. For this reason, decisions about technology use should be made thoughtfully and with attention to both pedagogical purpose and inclusive access.
Like any learning experience, limited-tech experiences should be designed intentionally. The context, learners, and goals for skill development all need to be thoughtfully considered. For example,
- How will a limited-tech environment help students achieve the intended learning outcome/s for the class?
- Is a screen-free or limited-tech space necessary for the full course or entire class session, or only occasionally for specific activities?
- How will I explain the purpose and value of a limited-tech approach to my learners?
- What materials, instructions, or other supports do I need to prepare to help students engage effectively in the screen-free and limited-tech activities?
- How can principles of Universal Design for Learning and accessible teaching practices be incorporated into my existing pedagogy to support a wide range of learners?
- Are there alternative approaches to maintaining academic integrity that do not require restricting access to technology or create barriers for students with disabilities?
- Is limiting technology necessary for the full course or class session, or only for specific activities where it is pedagogically justified?
- How might this approach impact students with disabilities, those who use assistive technologies, or students who choose not to disclose accessibility needs? What strategies can be implemented to ensure equitable access and participation for all learners?
As always, there is no one-size-fits-all solution. We have, however, some suggestions for strategies you can use to help mitigate some of the concerns that a limited-tech approach might raise:
| Concern | Approaches to mitigate |
|---|---|
| Students are unaware of the screen-free expectation. | Promote student buy-in early—e.g., co-create a “terms of engagement” document and/or include screen-free or limited-tech activities in early classes. |
| Students do not understand and/or resist the purpose of a limited-tech approach. | Make explicit when and why the limited-tech or screen-free approach is being used and how it is intended to support learning. Students are more likely to embrace an approach when they |
| Students with disabilities may rely on laptops, assistive technology, digital notes, text-to-speech, speech-to-text, or other accessibility tools to participate fully in class activities. Limiting technology use may create barriers, disadvantage some learners, or inadvertently disclose disability-related accommodation needs. | Enlist the help of an AI notetaker (consider and discuss the privacy implications with learners in advance). |
| Students may feel anxious without access to digital notes and/or notetaking tools for discussions or class activities. | Assign the role of notetaker to students on a rotating basis to ensure no single student is tasked with documenting the activity instead of fully participating in it. |
Teaching and Learning Services invites instructors who may be considering limited-tech learning experiences to meet with a teaching and learning expert to discuss their goals, context, and implementation strategies. Book a consultation today!