Technology can support teaching and learning in many ways, from accessing course materials and taking notes to communicating, collaborating, and participating in learning activities. At the same time, technology use can introduce challenges related to attention, distraction, classroom interactions, and engagement.
Instructors may consider limiting technology use to support particular learning activities or classroom expectations. However, restrictions can also create barriers for students who rely on technology for accessibility, communication, organization, or other learning-related purposes. Intentional technology use involves considering both the benefits and limitations of technology and making purposeful decisions about when, why, and how it is used—or not used—to support learning.
Understanding Classroom Technology Use
Technology in the classroom includes more than laptops and smartphones. Students and instructors use different devices, applications, and digital tools for a variety of purposes, including:
- Personal digital devices: Laptops, tablets, smartphones, and wearable technologies used for purposes such as note-taking, accessing information, communication, accessibility, and health monitoring or management.
- Learning and accessibility technologies: Screen readers, text-to-speech, speech-to-text, digital annotation, assistive communication tools, and other technologies that support access and participation.
- Educational technologies: Digital tools and platforms, such as Quercus, polling applications, collaborative documents, and multimedia resources, that support teaching and learning.
- Generative AI tools: Applications that can generate or transform text, images, audio, code, and other content, with potential uses and implications for learning activities and assessments.
These categories overlap. For example, a laptop may be used to access course readings, take notes, communicate through assistive technology, participate in collaborative activities, or engage in unrelated tasks. The device itself does not determine whether its use supports learning.
Technology Use and Non-Use as Design Decisions
Decisions about technology should begin with the learning outcomes and the activities students are expected to undertake. Technology may support learning by providing access to information, facilitating collaboration, offering different ways to participate, or helping students organize and communicate their ideas. In other situations, limiting particular technologies may help students focus on an activity, engage directly with materials, or interact with one another.
Rather than approaching technology use as an all-or-nothing decision, instructors can consider which technologies are appropriate for particular activities, when they are useful, and when their use may introduce unnecessary distractions or barriers.
For example, students might use a digital polling tool to respond to a question, put devices aside during a small-group discussion, and then use laptops to locate evidence or collaborate on a shared document. Such decisions should account for students who require continued access to technology for accessibility or other approved purposes.
Instructors may also rely on technology for accessibility, organization, communication, or managing classroom activities. Intentional technology decisions should consider the needs of both students and instructors.
Intentional technology use does not require maximizing or minimizing technology in every class. It involves making decisions that support the intended learning outcomes while considering accessibility, inclusion, and the different ways students engage with learning.
Aligning Technology Use with Learning Outcomes
Decisions about classroom technology use should be informed by the knowledge, skills, and attitudes students are expected to develop. Technology can support learning by providing access to information, facilitating collaboration, supporting organization, and creating opportunities for participation. However, its use may also introduce distractions or interfere with particular learning activities.
Similarly, limiting technology may support some pedagogical goals while creating barriers to others. The important consideration is whether technology use or non-use serves a clear purpose in relation to the learning outcomes and activities.
Consider the following strategies:
- Identify the purpose of technology use. Consider what students are expected to learn or accomplish during an activity and whether technology contributes to that purpose. For example, collaborative documents may support group writing, while digital polling can provide opportunities for students to respond to questions and receive feedback.
- Consider when technology may interfere with learning. Reflect on whether particular devices or applications may distract students from an activity or affect interactions with others. For example, notifications, unrelated browsing, or switching between tasks may interrupt attention during a lecture, discussion, or collaborative activity.
- Distinguish purposeful use from off-task use. Avoid assuming that the presence of a device necessarily indicates distraction or that the absence of devices ensures engagement. Consider how students are using technology and whether classroom activities provide clear opportunities for meaningful participation.
- Examine the relevance of technology restrictions. Consider whether limiting a device or application supports the intended learning outcomes. For example, an activity designed to develop spontaneous oral communication may benefit from periods without digital prompts. However, restrictions should not introduce unnecessary barriers to accessing information, communicating, or demonstrating learning.
- Design intentional transitions between activities. Consider when technology can support an activity and when a different approach may be useful. For example, students might use digital resources to prepare for a discussion, engage in conversation without consulting devices where appropriate, and then return to a collaborative document to summarize their ideas.
- Support the development of learning strategies. Consider whether students need opportunities to develop skills such as note-taking, organizing information, managing attention, or evaluating digital resources. Rather than assuming students already possess these skills, provide examples, practice, or strategies that support their development.
- Consider the broader learning environment. Technology use can affect not only the individual student but also classmates. For example, visible screens, notifications, and unrelated activities may distract nearby students. Consider how classroom arrangements, expectations, and learning activities can support attention and participation without unnecessarily restricting access.
What Does the Research Suggest?
Research on classroom technology use offers important insights, but findings vary depending on the technologies, activities, and learning contexts being studied.
Studies of digital multitasking and off-task laptop use have identified potential negative effects on attention, comprehension, and academic performance. Some research also suggests that off-task device use can distract nearby students. These findings provide reasons to consider how devices are used during learning activities, rather than assuming that all technology use has the same effects.
Research on note-taking has also examined differences between handwritten and typed notes. However, the evidence does not establish that one method is universally more effective. How students process, organize, review, and use their notes matters, and students may rely on digital tools for accessibility, organization, or other learning-related purposes.
Similarly, restricting devices does not automatically lead to improved engagement or learning outcomes. The effects of restrictions may depend on the activity, how expectations are communicated, what alternatives are available, and how students experience the learning environment.
The goal is not to identify a universally preferable level of technology use, but to make informed decisions about when and how technology contributes to learning.
For further exploration, consult Yale University’s Devices in the Classroom and Cornell University’s Tech-Lite Classroom Strategies, which discuss research and practical considerations related to classroom technology use.
Considering Accessibility and Inclusion
Technology can support accessibility and inclusion by providing different ways for students to access information, communicate, participate, and manage their learning. Students may use personal devices and digital tools for note-taking, reading, organization, assistive communication, health monitoring, or managing health conditions. These uses may not always be apparent to instructors or classmates.
Classroom technology restrictions can reduce some distractions while creating barriers for students who rely on particular devices or applications. Considering accessibility and inclusion when establishing technology expectations can help instructors identify potential barriers and avoid placing unnecessary burdens on students.
Consider the following strategies:
- Recognize different purposes for technology use. Avoid assuming that students using laptops, tablets, smartphones, or wearable technologies are necessarily disengaged. Students may use the same devices for learning activities, accessibility, communication, health-related purposes, or personal activities. These uses may overlap or change throughout a class.
- Consider access friction. Technology restrictions may create additional steps or barriers for students who need to use particular devices or applications. For example, students may need to request exceptions, explain their circumstances, or use alternatives that are less accessible or effective. Consider whether classroom expectations introduce unnecessary barriers to participation.
- Respect academic accommodations and privacy. Classroom technology expectations must account for approved academic accommodations. Students should not be required to disclose disability-related information to classmates or be publicly identified because they use a device. Consult the relevant campus Accessibility Services office when questions arise about accommodations or their implementation.
- Avoid making accessibility dependent on exceptions alone. Rather than establishing a restrictive default and relying exclusively on individual exceptions, consider how classroom expectations can accommodate different ways of accessing information and participating in learning from the outset. Proactive design can reduce common barriers, although it does not replace individualized academic accommodations.
- Consider equitable access to learning activities. When limiting technology during an activity, consider whether students can still access instructions, course materials, and opportunities to participate. For example, if students are asked to put laptops away during a discussion, consider whether essential information is available through other accessible means and whether some students need continued access to their devices.
- Recognize competing accessibility and learning needs. Some students may benefit from reduced screen-related distractions, while others may rely on digital tools to access information, communicate, or participate. Consider how classroom arrangements, activity structures, and expectations can respond to different needs without assuming that one approach will work equally well for everyone.
- Avoid placing disproportionate burdens on particular students. Consider whether technology expectations repeatedly disadvantage students who depend on certain tools or ways of participating. An approach that works well for some students may create recurring barriers for others. Review whether the benefits and burdens of classroom expectations are distributed equitably.
- Provide accessible alternatives and supports. When technology use is limited for pedagogical reasons, consider what students may need to participate meaningfully. Depending on the activity, this might include accessible handouts, advance access to materials, structured notes, alternative ways to contribute, or continued use of particular technologies.
Technology Restrictions and Academic Accommodations
Technology restrictions must not interfere with approved academic accommodations. Instructors should communicate classroom technology expectations early and provide opportunities for students to raise accessibility-related concerns privately.
When questions arise about approved accommodations or their implementation, instructors should consult the relevant campus Accessibility Services office. Proactive accessibility practices can reduce common barriers, but they do not replace individualized academic accommodations.
For additional information, consult CTSI’s Accessibility Guidelines for Teaching and Learning and the campus Accessibility Services offices at St. George, UTM, and UTSC.
Establishing Classroom Technology Expectations
Clear classroom technology expectations can help students understand when and how different devices and applications support learning. Rather than adopting a single approach for every activity, instructors can consider how technology use or restrictions align with their teaching goals, classroom context, and students’ accessibility and learning needs.
Expectations are most useful when they are communicated early, explained clearly, and applied with appropriate flexibility. Instructors can also revisit them as they learn more about how technology use affects classroom interactions and learning activities.
Consider the following strategies:
- Decide what technology is appropriate, when, and why. Identify which devices or applications support particular learning activities and when limiting their use may serve a pedagogical purpose. For example, students might use laptops to analyze digital sources but be encouraged to put devices aside during a discussion that focuses on listening and responding to others, while maintaining access for students who need technology.
- Explain the rationale for technology expectations. Communicate how your approach supports the intended learning outcomes, whether by encouraging focused attention, facilitating collaboration, developing particular skills, or reducing distractions. Students may be more receptive to expectations when they understand the pedagogical reasons behind them.
- Communicate expectations in advance. Include relevant information in your syllabus, Quercus course site, or introductory class discussions. Explain which technologies may be used, when restrictions apply, and whether expectations vary by activity. Provide a private way for students to raise accessibility-related concerns without requiring them to disclose personal information to classmates.
- Use activity-specific expectations. Consider establishing different expectations for lectures, discussions, laboratories, studios, and collaborative activities. For example, a class might include a digital polling activity, a period of discussion without devices where appropriate, and a collaborative task using shared documents. Avoid assuming that one approach is necessary for an entire class or course.
- Build in intentional transitions and breaks. Consider how students move between technology-supported and technology-limited activities. Brief transitions, reflection periods, or scheduled breaks may provide opportunities to check devices or attend to other needs. However, these should not prevent students from accessing technologies they require throughout class.
- Support learning strategies when technology use is limited. If students are expected to complete activities without particular devices, consider what skills and resources they may need. For example, provide lecture outlines, model effective note-taking approaches, explain how to identify and organize key ideas, or offer opportunities to practice recording and reviewing information. Removing technology does not automatically develop these skills.
- Consider classroom arrangements and shared attention. Discuss how device use may affect classmates, including distractions from notifications, visible screens, or unrelated activities. Where appropriate, encourage practices such as silencing non-essential notifications or positioning screens to reduce distractions, while avoiding arrangements that isolate or identify students using technology for accessibility.
- Use reminders and supportive communication. Reinforce technology expectations through brief reminders, particularly when transitioning between activities. Explain when devices are needed or when a technology-limited activity is beginning. Avoid assuming that unexpected device use necessarily indicates disengagement or misconduct.
- Provide alternatives when appropriate. Consider whether students can participate meaningfully when particular technologies are limited or unavailable. For example, provide accessible handouts, alternative ways to contribute, or opportunities to access digital materials before and after an activity. Quercus can also support technology-limited classroom activities by providing accessible instructions, resources, and opportunities to review information outside class. Ensure that alternatives align with the learning outcomes and do not create additional barriers.
- Invite student input on classroom expectations. Consider discussing the purpose of technology expectations with students and inviting feedback on how they affect learning. Student perspectives may help identify benefits, challenges, or accessibility barriers that were not anticipated. Instructors remain responsible for establishing expectations that align with course requirements and learning outcomes.
Communicating Classroom Technology Expectations
A classroom technology statement can help students understand the purpose of your approach and what to expect during different learning activities. Rather than focusing only on prohibited devices, consider explaining how technology will be used to support learning and when particular restrictions may apply.
A statement might address:
- The pedagogical reasons for your approach to classroom technology
- When particular devices or applications are encouraged, permitted, or limited
- How expectations may change across learning activities
- The importance of respecting classmates’ attention and learning experiences
- How students can raise accessibility-related concerns privately
- Whether and how expectations may be reviewed during the course
Classroom technology expectations should be consistent with University policies and approved academic accommodations. Where restrictions are introduced, instructors should consider whether they are necessary for the intended learning outcomes and whether accessible alternatives or adjustments are needed.
For additional examples of classroom technology expectations and approaches, explore Stanford University’s Examples of Device Policies and Cornell University’s Tech-Lite Classroom Strategies.
Reviewing and Adjusting Your Approach
Classroom technology expectations may need to evolve as instructors learn more about how students engage with activities, interact with one another, and use different technologies. An approach that works well for one activity, group of students, or teaching context may be less effective in another.
Reviewing technology expectations involves considering whether they support the intended learning outcomes, reduce unnecessary distractions, and provide equitable opportunities for students to access information and participate in learning.
Consider the following strategies:
- Observe how technology affects learning activities. Pay attention to how students use technology during lectures, discussions, collaborative work, and other activities. Consider whether particular uses support engagement or introduce distractions, and whether restrictions affect students’ ability to participate or access information.
- Gather student feedback. Invite students to share how classroom technology expectations affect their learning experiences. Anonymous surveys, informal check-ins, or mid-course feedback can help identify benefits, challenges, and barriers that may not be apparent through observation alone. Avoid asking students to disclose disability-related or other sensitive personal information.
- Examine evidence of learning. Consider whether technology expectations support the knowledge, skills, and attitudes students are expected to develop. Student work, formative assessments, participation patterns, and feedback may provide useful information. Avoid assuming that increased participation or fewer visible devices necessarily indicate improved learning.
- Consider unintended consequences. Reflect on whether technology expectations create barriers, place additional demands on particular students, or affect classroom interactions in unexpected ways. For example, restrictions intended to reduce distractions may also make it more difficult for some students to access course materials, organize information, or participate.
- Make manageable adjustments. Consider modifying expectations for particular activities, providing additional supports, or changing how technology is incorporated into learning. Small adjustments can help instructors respond to emerging needs without redesigning an entire course or abandoning their pedagogical goals.
- Communicate changes and their rationale. When adjusting technology expectations, explain what is changing and why. Connecting changes to learning outcomes, student feedback, or classroom experiences can help students understand the purpose of the revised approach.
Intentional technology use is an ongoing process of making, evaluating, and refining teaching decisions. The goal is not to establish a perfect technology policy, but to develop classroom practices that support learning while remaining responsive to accessibility, inclusion, and the different ways students engage with technology.
Further Reading and Resources
The following resources offer research, practical strategies, and perspectives on making intentional decisions about classroom technology use, including accessibility, student engagement, and technology restrictions.
- Bruff, D. (2019). Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching. West Virginia University Press. Explores seven research-informed principles for aligning educational technology with teaching and learning goals.
- Silverman, S. (2026). Low Tech, No Tech Accessibility Considerations (Think UDL Podcast, Episode 163). A conversation about learner variability, competing accessibility needs, and practical approaches to reducing classroom technology use without introducing unnecessary barriers.
- Devices in the Classroom: Balancing Student Engagement and Accessibility (Yale University, Poorvu Center for Teaching and Learning). Examines research on classroom device restrictions, attention, student engagement, accessibility, and strategies for developing intentional classroom technology expectations.
- Tech-Lite Classroom Strategies (Cornell University, Center for Teaching Innovation). Offers practical approaches to limiting technology during selected learning activities, communicating expectations, and supporting student note-taking.
- In-Class Technology Policies (Stanford University, TeachingWriting). Provides questions and considerations for developing classroom technology expectations that align with teaching goals and student participation.