Technology Restrictions in Courses: Implementation and Alternative Approaches

Instructors might consider restricting classroom technology for a range of reasons, including concerns about distraction, academic integrity, or the use of artificial intelligence. If implemented, technology restrictions must consider the effects on students with disabilities. This companion teaching tip highlights recommendations for implementing technology restrictions appropriately. The key takeaway is that blanket technology restrictions (“bans”) should only be implemented in certain circumstances, and alternatives that support accessibility as well as academic integrity should be considered.

When technology restrictions in class are appropriate

There are two common circumstances where it may be appropriate for instructors to restrict students’ use of technology in classrooms and labs: in-class tests and in-class activities.

In-class tests

Instructors can require students to write in-class tests without the use of technology. Students with disabilities who require technology to complete a written test are expected to register with AccessAbility Services (AAS) to arrange for test-related accommodations, which may include writing tests in the AAS Exam Centre.

In-class activities

Instructors may request that students refrain from using technology for seminar style class discussions and in-class learning activities and assessments other than tests. Note that some students with disabilities may require the use of technology to engage in discussions and other activities.

A note about generative artificial intelligence (GenAI) use in class

Technology restrictions might seem like a reliable way to prevent students from using GenAI in class activities and discussions. However, technology restrictions essentially frame academic integrity and GenAI use as a problem that can be addressed solely by rules and enforcement, as discussed in the section on Alternatives to traditional in class learning activities and assessments

What to consider when restricting technology in class

When planning a technology restriction, it is important to recognize the variety of reasons why students may need to access technology in class. As previously mentioned, some students with disabilities may require the use of technology to participate in class as an accommodation. When only students with accommodations are permitted to use technology, they may become visibly identifiable as “exceptions,” which can create stigma and discourage students from requesting or using needed supports (see Technology Restrictions in Courses: Impacts on Student Accessibility).

There is a difference between quickly checking and responding to a text message and playing online games in class. Students may need to use technology to manage personal responsibilities, for example:

  • students using personal technology to monitor or manage a health condition,
  • students working (part-time or full-time) or applying for work and co-op positions,
  • students who are family caregivers,
  • students with family living in areas affected by climate emergencies and other disasters, and
  • students with family members in countries experiencing geo-political instability.

Blanket restrictions (“bans”) can set an adversarial tone where students may feel that their personal agency is at risk. For these and other reasons, an inflexible restriction on technology can increase stress and negatively impact learning for students who are managing disabilities and stressful life situations.

How to restrict technology in class

Technology, including GenAI, is ubiquitous and comes in many forms, including laptops, smart phones, smart glasses, smart watches, and other emerging sophisticated devices. Because it is now more challenging than ever to control technology use in class, consider the following recommendations:

  • Ensure technology restrictions are important for students to demonstrate the intended learning outcomes
  • Prevent stigma and protect student dignity and confidentiality to the greatest extent possible
  • Use clear and unbiased language to describe the restrictions and reasons for the restrictions
  • Avoid harsh and punitive language
  • Refrain from labelling restrictions as “bans”
  • Avoid penalties (e.g., grade deduction) for students who use technology
  • Invite students to ask questions about the restrictions

Have an open conversation with students

Acknowledge the difficulty of navigating the rapid growth of technology, especially GenAI and its impacts on learning and academic integrity. The following questions and prompts can help guide the conversation:

  • Is it distracting for you when other students use technology in class?
  • How does it impact you when your peers use GenAI in our discussion about [x]?
  • How does GenAI impact the learning goals of our discussion about [x]?
  • What value does GenAI bring to our discussion about [x]? Can you articulate why and how GenAI might be helpful to our discussion?
  • What are the risks/dangers of using GenAI in our discussion about [x]?
    • What happens to connection, relationship, and the role of emotions?
    • Does GenAI impact how you integrate new learning into your current knowledge base?
    • What value do humans contribute to this discussion that GenAI does not offer?
    • What is the impact on you and on society if discussion among humans shifts to a discussion among GenAI agents?

Alternatives to traditional in-class learning activities and assessments

The ubiquity of technology, especially GenAI, presents an opportunity to try novel approaches to engaging students in learning that support academic integrity, rigour, and accessibility, such as the following:

  • Workshop-style learning activities where the task is to use materials other than technology to teach or demonstrate a concept to others (e.g., Imagine that you have no access to the internet and you need to complete [x task]). Follow the learning activity with a reflection or discussion.
  • Consider alternatives to traditional whole-class discussions that typically grade students on their real-time verbal contribution. See the Inclusive Engagement Activities teaching tip for ideas.
  • Design learning activities where students use technology for part 1 of the activity (e.g., use GenAI to generate a case study), then refrain from using technology to engage in part 2 of the activity (e.g., debrief, create a concept map, etc.).
  • Where applicable, focus on learning activities where students apply course concepts to complex “real world” problems or scenarios that require skills in critical thinking and systems thinking.
  • Engage students in a fact-checking activity where they critically analyze how accurately GenAI answers a complex question. Follow the learning activity with a reflection or discussion.

Conclusion

There are appropriate ways to implement technology restrictions in the classroom and there are alternatives to outright technology restrictions. It is important to remember that some students will need to use technology while in class for a variety of reasons.

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