First came Off and Away, now phone pockets. The use of technology has become taboo in the classroom, with many teachers enforcing strict guidelines to restrict its use. Teachers require students to handwrite notes, and some teachers—such as members of the Social Studies department—take it a step further and restrict the use of phones, with some even severely limiting the use of laptops in classrooms, according to students. However, the use of technology like phones, laptops, and yes, AI, should be encouraged in the classroom—despite their flaws.
All technologies have their flaws. Cell phones can cause distractions in class, students can cheat using ChatGPT, and dependence on these tools can reduce meaningful peer interactions in a classroom. While these are valid concerns, they can be mitigated with effective control of students. Students can be punished through detention for overusing their phones in class, AI checkers can be used to detect the presence of AI, and tools—like Kahoot, Blooket, and Canva—can promote peer interactions.
Teachers are also capable of maintaining their students’ attention in class by keeping their students engaged and setting consequences—like contacting their parents—in place of misuse. A common cause of caution is the supposed inability for a student to remain focused in class if they have their phones on them—hence the use of phone pockets. However, I believe it’s completely within a teacher’s ability to keep their class engaging enough to maintain their students’ attention. Georgia Bond ’25 mentioned her experience with focusing in class: “I’m never on my phone or computer whenever I find the class interesting.”
The purpose of any technological invention is to better mankind. When used correctly, technologies can revolutionize the way a student learns. After all, why else would the district spend such a significant sum on providing MacBooks for students? The benefits that come with using tech in classrooms are too great to be sidelined.
Some classes—like Rehak’s psychology class—require handwritten notes as opposed to typed notes. Studies have proven that handwritten notes help retain information better in comparison to typed notes—for most students. This method doesn’t work for all students, as typed notes may work better for some. For example, typed notes are faster and allow for more flexibility in the note-taking process, which may not be possible with handwritten notes. While taking notes online certainly presents distractions, it is fully possible to take notes online without getting distracted, and teachers should not restrict this means of learning for all students. Furthermore, typing allows students to take down a higher quantity of notes during a lecture, which provides more material to go back and review later. At the end of the day, students should have the choice to decide to use whatever method works best for them.
A big part of tech is artificial intelligence (AI). The use of AI has been a hot topic for quite some time. Social Studies teacher Eric Lynn expressed his view on the benefits of students using AI in classrooms, explaining how he “support[s] the use to generate ideas and questions for assignments.” AI’s ability to personalize learning makes it a great tool for a student to learn class materials. For instance, ChatGPT can generate questions on a specific topic, which students can use for revision, and Grammarly helps improve a student’s grammar development (something that some English teachers leave out when grading a paper).
I use AI, and you should too. I use ChatGPT to quickly gather research for a class, Grammarly to cross-check my papers, and Quizlet AI to quiz me on a topic. The question isn’t if AI belongs in the classroom, it’s how we can make the most of it. The widespread integration of AI into our schools is inevitable—instead of resisting this change, we should learn to accept it and use the tools at our disposal to enhance our educational experience.
Technology, as a whole, should be allowed in classrooms. Trust between a teacher and student is crucial for the students’ development. Research by the American Psychological Association shows that “students are more willing to work hard and take on more challenging work when trust in the teacher is high.” Taking away a student’s phone and other devices limits trust between the student and teacher. Ezra Ftaiha ’25 shared his experience: “I find it hard to ask questions in a class when I hardly trust the teacher.” Additionally, taking away phones teaches nothing to students. Phones are a big part of the modern world, and the only way to mitigate dependence is through self-discipline, not through force. Teachers may force students to put their phones away in phone pockets, but students retrieve their phones right as the bell rings and grip on to their phones as they walk the hallways anyway.
Let me be clear, students shouldn’t be allowed to use technologies willy-nilly. Guidelines ensuring that these tools are used appropriately should exist. Rather than banning these tools outright, teachers should find means to encourage the appropriate use of these tools. That is, in a disciplined way that doesn’t reduce creativity, growth, and learning. By setting guidelines on where and when AI and technologies are allowed in class, teachers have the opportunity to promote trust and transparency with their students.