‘Close your laptop, use your brain’

I recently walked around my classroom after giving students a discussion prompt. While some used their laptops to take notes and translate terms in groups, I noticed others quickly switching to a different window or tilting their screens as I passed them. Some shamelessly continued playing video games, shopping online, texting friends and even watching Netflix! 

Technology-enabled learning has become the norm in higher education. Virtual learning environments offer easy access to resources, and AI places a world of knowledge at students’ fingertips. But tech can also be a distraction.

Our overreliance on it has prompted a recent push against the digital world, with some millennials and Gen Zs renouncing addictive elements of technology in favour of more intentional use and offline, screen-free experiences. 

We can respond to this demand by integrating more intentional digital use and analogue activities into our teaching. Here’s how. 

Make activities multimodal 

I am not suggesting that we completely remove technology from the classroom; what we should do is make more deliberate decisions about how and when to include it in our teaching. By using a combination of videos, pictures and music you can make learning activities more engaging – and potentially keep students off TikTok! 

For example, giving students a case study on a printed handout can grab students’ attention and scaffold learning. Use examples that are relatable and relevant to students’ lives. 

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Intersperse content delivery with activities 

Classes have become predictable, with PowerPoint slides, droning lecturers and little opportunity for students to engage or get creative. Multimodal materials, interspersed with analogue activities, can help to spice up your teaching.

In the seminar I teach about communicating expert knowledge to the public, the materials developed by the module team reinforce key concepts from the lecture. I use YouTube videos, advertising images and analogue activities and ask students to apply the ideas covered in the learning materials to these resources, which promotes active learning and discussion.

For example, when exploring multimodal communication, we look at advertisements from different international companies like De Beers, Gatorade, TAG Heuer and Nike. I give each group a handout with the advertisement (in colour) as well as several prompts to help students consider text, visual and cultural elements of different modes of communication. 

During another seminar, students design a two- to three-minute lesson using embodied communication strategies. I give students a handout with prompts to discuss in groups. I give each student time to present to their group and then select one example to improve and share with the whole class. Keep things interesting by varying your approach.

Set clear parameters and expectations 

Regardless of the type of class, you need to be clear about what you want students to do. To prevent students from simply turning to AI for answers, I suggest designing activities that don’t have a simple “correct” answer. Also, recognise that since students are so used to relying on technology, they might need more support to engage in offline activities. “Think about this question and then talk to the person next to you.” “Make a drawing or mind map to help explain the main focus of this week’s reading.” Having these instructions and any important information printed on a handout helps students understand the task and do the work. It also gives them something to refer back to and prevents them from seeking support from their devices. 

Tell students to put away their devices and use their brains. Be clear that discussing the prompt, brainstorming ideas and communicating their ideas is the whole point of the activity. 

Provide appropriate materials

You might be surprised by how many students don’t carry pens or notebooks any more. Providing a few spare pens and Post-it Notes or blank paper can help.

You could also try bringing in books or resources to engage students who are used to only reading and researching online. 

When I became more strategic with how I used technology, engagement levels increased. At the end of the term, I got several emails saying how much students had enjoyed the seminars and how much they had learned.

As an educator, I appreciate the benefits of technology, and I don’t shy away from using it when it enhances my teaching. Especially after the pandemic, it feels like digital tools are an enduring part of our “new normal”. However, we need to step back and think about what technology brings to each activity to promote learning rather than hinder it. 

Lauren B. Clark is a lecturer in education at the UCL Institute of Education.