{"id":54044,"date":"2026-10-02T15:30:18","date_gmt":"2026-10-02T19:30:18","guid":{"rendered":"https:\/\/carleton.ca\/tls\/?p=54044"},"modified":"2026-10-02T16:44:37","modified_gmt":"2026-10-02T20:44:37","slug":"considerations-for-limited-tech-and-screen-free-learning-experiences","status":"publish","type":"post","link":"https:\/\/carleton.ca\/tls\/2026\/considerations-for-limited-tech-and-screen-free-learning-experiences\/","title":{"rendered":"Considerations for Limited-Tech and Screen-Free Learning Experiences"},"content":{"rendered":"\n
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\n Considerations for Limited-Tech and Screen-Free Learning Experiences\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n\n\n
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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. <\/p>\n\n\n\n

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. <\/p>\n\n\n\n

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,<\/p>\n\n\n\n