Angles: Should classrooms go screenless?
As soon as spring classes rolled around, I knew this semester was going to be different. For what seems like the first time, many other students and I encountered the word “screenless” in our syllabi.
Unclear as to what effect this would have on the day-to-day class environment, and seeing, from my perspective, no difference in required textbooks and materials, I wondered how this would impact students — accustomed to screens in front of us, an entire world of libraries just a search away.
After embracing laptops, phones, tablets and other devices as tools everywhere from the workplace to schools, it seems universities are transitioning from seeing these creations as friends to foes.
Through the eyes of many educators, what was intended to connect communities and allow worldwide discussions has become an obstacle between students and effective learning. Student opinion seems to vary, but many think going screenless is an unnecessary hassle. Who’s to say what’s the correct choice?
In this column, two students write about what screenless classrooms mean for those inside of them. How will this impact the way that we learn after becoming accustomed to having technology in almost all environments for as long as we can remember?
Madisyn Stogsdill, Forum Editor
Yes, screens create distractions.
Evan Whitehead is a sophomore English major.
These days, it can feel impossible to fully focus while in class. With a pocket-sized portal to the entire world nearby at all times, there’s always a burning urge to check what everybody else is up to. Even if you opt to keep your phone turned off during class, laptops can still be a problem. Sure, it’s a quick and convenient way to access readings and take notes, but with Papa’s Pizzeria calling out from another tab, it can be difficult to stay on track. That’s where screenless classrooms can be a huge help.
Without the possibility of distractions, it becomes much easier to focus. When other students are off-task, it is easy to get absorbed in watching their screens and missing the lecture, or to be influenced to pull out your own phone and use it.
I’m sure most people aren’t the problem, but each class I’ve been in throughout my time in school has always had a select few troublemakers.
We all know the types: the girl in the front steadily chipping away at the day’s Wordle, the muscular guy in the back researching the best weightlifting methods or the group of athletes in the corner all huddled around one laptop rewatching last night’s game.
A world without these sorts of distractions during lectures can sound almost utopian. With the wider implementation of screenless classrooms, that world becomes much more attainable. Sure, a professor can’t stop people from sneaking a peek at some texts, but fellow classmates who have agreed to go screenless definitely can.
It’s easy to feel like the odd one out in a class full of people on their laptops or phones, but in a screenless class, this sort of peer pressure can work the other way around. Everybody else in a given class either at full attention or taking notes can help encourage anybody with the urge to pacify themselves with a screen to think otherwise.
In this age, there’s also a constant urge to feel productive. If you’re not working on your assignments, even while in an unrelated class, then what’s the point?
Screenless classrooms relieve some of that pressure. Under that mindset of perpetual productivity, it can be a grind to find time to type out a quick paragraph for another class during a dull lecture.
Screenless classrooms might eliminate that lingering thought and give students more space to focus on the content of the class itself. An entire class period focusing on just one topic could be a therapeutic change of pace for many.
E-books — cheaper (and even sometimes free) online alternatives that many textbook websites offer — are becoming more and more common. If a class is screenless, how can students access these helpful resources? Printers.
For a fraction of a textbook’s price, students can print off a day’s readings in an instant, free to highlight or mark up as needed. Black-and-white printing is free at Augustana; students can contact the library to refill printing credits if they happen to run out.
Laptops and phones may be convenient, but screenless classrooms make things easier and more relaxing for many.
Why not bring your focus away from the web and back to the lecture? It’s what you paid for.
No, screens strengthen learning.
Ryleigh Tupper is a senior journalism and media studies double major.
In college classrooms today, screens are often treated as distractions — something to be limited, monitored or even banned altogether. But this perspective overlooks a simple reality: screens are not the problem. In fact, when used intentionally, they are one of the most valuable learning tools students have.
College is meant to prepare students for their careers, and almost every career today is built around technology. From professional communication to research, data analysis to creative work, nearly every field relies on digital tools. Banning laptops or tablets in the classroom sends a contradictory message: that students should master these tools, but not use them in the very place where they are meant to learn.
Screens also make learning more accessible and efficient. Many students take notes digitally, allowing them to organize information, search key terms and revisit material quickly. Others rely on accommodations — such as enlarged text, audio support or note-taking software — that are only possible through technology. Removing screens doesn’t level the playing field; it can actually make learning harder for those who depend on them.
Cost is another major factor. Physical college textbooks are notoriously expensive, often costing students hundreds of dollars each semester. For many, digital versions provide a more affordable and practical alternative. E-books are frequently cheaper, instantly accessible and easier to carry than multiple heavy textbooks. Restricting screens in the classroom can unintentionally limit access to these more affordable resources, putting some students at a disadvantage.
Beyond accessibility, screens enhance engagement when used correctly. Students can search, highlight and annotate without needing to flip through hundreds of pages. They can also pull up readings instantly, fact-check information in real time and participate in tools like shared documents or discussion boards. Instead of passively listening, they can interact with course material. In this sense, screens don’t distance students from learning — they can bring them closer to it.
Of course, distractions are real. Social media, messaging and unrelated browsing can pull attention away from class. But distraction isn’t unique to screens. Students have always found ways to disengage, whether it’s passing notes, daydreaming or simply zoning out. The issue isn’t the device — it’s how it’s used. Teaching students to manage distractions is more realistic than eliminating the tools altogether.
Rather than banning screens, professors should set clear expectations for their use. Incorporating technology into lessons, encouraging active participation and designing engaging coursework can naturally reduce off-task behavior.
When students are invested, screens become instruments of learning instead of obstacles.
Ultimately, college classrooms should reflect the environments students are preparing to enter. Technology isn’t going away. It’s evolving, expanding and shaping the way we think and communicate. By embracing screens in the learning process, educators can equip students for success beyond the classroom.
Screens don’t weaken education. When used with a purpose, they strengthen it.
