As a third year English student, the absence of computers in my English courses has become my new normal. This lack of technology is not my personal choice, but a rule my professors strictly enforce and outline in the syllabus.
Unlike most Cal Poly classes, every English class syllabus I’ve encountered has been printed and given to me in hard copy form. Not only do my professors review the course expectations from the syllabus, but the printed sheets set an obvious precedent of their device policies. It seems obvious that as an English major, the reliance on AI for answers undermines the whole major in itself. Most of my English classes have followed the same structure of seminars and discussions – this means whole class conversations and analyses of the texts we are covering.
Without access to the internet, I quickly learned the importance of reading before class, and more importantly, truly taking the time to understand what I was reading. It wasn’t a matter of simply finishing the work on time, but making sure that I was digesting everything I was assigned. Knowing that I would not have the support of the internet to help me during class discussions, I started spending more time taking notes in class. Notetaking and homework became less of a chore and more as an opportunity to learn and address moments of confusion. Instead of asking AI or Google for answers, I learned quickly to bring my questions to class or office hours.
Apart from English, I have taken business courses where technology in the classroom is not looked down on, but prioritized for the fast paced lectures. I noticed a change in my attentiveness in my business classes compared to my English courses. On a computer, there are endless possibilities for distractions like social media and unlimited notifications. It felt like the presence of computers in the classroom created a black hole, sucking up all my attention meant for learning. Imagine the distraction of your own computer, and then multiply it by the screens of thirty other students. The zero device policy in my English classes limited these distractions because even if I was bored, doodling in my notebook was the only solution (which is much better than mindlessly scrolling or online shopping).
While my business classes only asked that I bring my computer to class, my English classes required notebooks and novels. I found that after weeks of using a pen and paper to take notes during lectures, I was able to retain information much better. Even though writing by hand can be frustrating and tiring at times, it truly makes a difference in memorization and the overall comprehension of the subject.
With the rise of AI, it seems almost impossible to not depend on these platforms for quick answers, but I think it is important to take a moment to ask ourselves what really matters. Yes, the machine may know the answer, but what do we lose as thinkers and students when we let technology learn instead of us? It’s important to reflect on if devices in the classroom are enhancing student learning, or simply promoting shortcuts to knowledge. My device-free English classes encourage me to become more curious and be more present in the classroom. My notebook also acts as a physical representation – a momento – of all my hard work over the quarter, which I also find rewarding. I don’t think a deviceless classroom is taking away from learning, but rather simply holding students accountable to show up to class ready to authentically learn.