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Mobile Devices

Having clear policies can help students understand expectations, which can be different from course to course. We acknowledge, however, that crafting a mobile device policy may not be easy as you will need to consider various aspects of your course and teaching, such as your learning objectives, the specific needs of your students, and the kind of classroom environment you’d like to create.

Some studies have found that the off-task use of devices in the classroom can be detrimental to student learning (e.g., Glass & Kang, 2019; Ravizza et al., 2014). The presence of devices can also negatively affect the attention and learning of students who are not using them (e.g., Sana et al., 2013; Hall et al., 2020). At the same time, intentional uses of technology can support learning (e.g., Nilson & Weaver, 2005), and crucially, having access to technology is essential for some of our students (with and without approved accommodations) to have an equitable experience in our courses.

In considering a technology policy, instructors have many options. The following are just some examples, some of which can coexist in the same course:

• Allowing students to use mobile devices.
• Allowing students to use mobile devices with the caveat that the policy may be revisited/reconsidered if students are using them in ways that hinder learning.
• Allowing students to use mobile devices but asking them to turn off notifications or their connection to the internet.
• Not allowing the use of any device during class.
• Not allowing the use of some types of devices during class (e.g., allowing students to use laptops or tablets to access readings but asking students to put away cell phones).
• Restricting the use of mobile devices to certain times during class (e.g., allowing students to use devices only during lecture periods to take notes and not allowing devices during small group discussions).
• Designating a specific area of the classroom to be either device zones or device-free zones.

Instructors can also take a collaborative approach in designing their policies:

• Having a conversation with students about technology use and learning and allowing them to make their own choices about how they use technology in the classroom.
• Co-creating classroom agreements about when and how technology can be used.
• Checking in with students just before or around midterm (for example, through an Early Course Feedback) about how the policy might be helping or hindering their learning.

In creating a mobile device policy, instructors can consider the following questions:

• Are there times when having a mobile device would benefit student learning? Are there ways to clearly communicate these times to students?
• Are there times when having a mobile device is especially detrimental to student learning? Are there ways that you could communicate these times to students and discourage the use of mobile devices during these times?
• What impacts might your mobile device policy have on inclusion and accessibility in your classroom? For example, if you generally ban devices but make exceptions for students with disability accommodations, this may force students to “out” themselves to their peers.
• In your mobile devices policy, have you provided a rationale?
• If you have a zero tolerance policy for mobile devices, how will you enforce it? Will students be penalized in any way for breaking a zero tolerance policy? Will enforcing your policy be more disruptive than the original mobile device disruption?
• Do you differentiate between different types of mobile devices (e.g., laptops, tablets, cell phones)?

Sample Policies

References

Further Resources

If you would like to support in crafting or refining your device policy, please contact eberly-assist@andrew.cmu.edu.