Embracing the Challenge: How Students and Professors Thrive in No-Tech Classrooms

Many students today rely on laptops and tablets for their class notes. However, a growing number of professors are pushing back by banning these devices in their classrooms. The objective behind these no-tech policies is simple: to boost student engagement and improve learning outcomes.

Some professors have long enforced these no-technology rules, but students have recently noticed a spike in such policies across classes. In summer 2025, the University introduced “technology sabbaticals,” courses designed to encourage students to focus without technology, even in their free time. Since then, more instructors have adopted similar policies.

At the University, each professor decides how to handle technology in their classrooms, provided they follow the University’s IT guidelines. Most no-tech policies limit note-taking on laptops, with some extending the ban to tablets as well. Professors believe this shift is necessary to counteract declining attention and engagement levels among students.

Sylvia Chong, an associate professor, traditionally embraced technology in her smaller classes that involve discussions and collaborative tasks. Yet, in her larger “Introduction to Asian American Studies” course, she saw students ignoring her while glued to their laptops and decided to ban computer use. “Many students wouldn’t even look up,” she recalled, hoping that eliminating laptops would improve participation and learning quality.

Research supports Chong’s intuition. Studies suggest that writing notes by hand can enhance learning compared to typing, as it fosters more active thinking about the material.

Other professors, like Peter Johannessen, have embraced no-tech policies for years. Two and a half years ago, he banned laptops in his classes, believing they distract students in large lectures while allowing tablets for note-taking. Johannessen was inspired after conducting research on how students feel valued in classes. He found that professors with high positive evaluations often prohibited laptops, a trend that surprised him.

After seeing photos of his classes filled with disengaged students behind screens, Johannessen knew he had to change. He now faces initial resistance from students accustomed to using laptops for notes. Yet, he’s noticed increased engagement and positive course evaluations since implementing the policy. One student, Megan Catlander, admitted she was skeptical at first but found the technology-free experience transformed her learning. “We do a lot more face-to-face conversations, which I learn best from,” she said.

However, not all students find no-tech policies effective. First-year student Claire Clark felt stifled in her technology-free art history class, where she needed visual aids to enhance her learning. “It’s hard to make everything handwritten when you need visual comparisons,” she noted.

Despite mixed feelings, many professors are committed to these policies. Anna Clay, a Media Studies professor, started her no-laptop policy nearly two years ago after noticing distractions in her classes. Initially, she faced pushback, with some students dropping her course upon hearing of the ban. But she believes that education should have moments free from technology, allowing students to engage more fully with the material.

Mary Kate Cary, a Politics professor, has also been a strong advocate for no-tech classes. In her seminars, she finds that relying solely on laptops can hinder direct engagement. She does allow tablets for note-taking, as they emulate writing on paper and promote deeper cognitive processing.

To accommodate students who need to take notes differently, Johannessen collaborates with the Student Disability Access Center, permitting some students to use laptops in designated areas. This approach aims to support students while maintaining a focus on participation.

While the no-technology policy is not universally embraced, many students are discovering its benefits. Catlander, who initially resisted the idea, has grown fond of her no-tech class. “It’s become my favorite class here at U.Va., and I actually pay attention so much better,” she shared with enthusiasm.