At the beginning of the year, Vice-Principal Academic & Academic Dean Dr Jonathan More announced the banning of screens in lectures and chapel services.
Here he explains how the significant gains to learning and attention far outweigh the momentary inconveniences…
At GWC, we want and expect students to use digital technology in appropriate situations when the use of such technology will enhance and improve their learning, and so to say we have a “screen-free policy” is an overly simplistic misnomer. Unfortunately, in classroom-based lectures, it is usually the case that cell phones and laptops detract from the quality of students’ learning. There are two main ways in which this happens.
Handwriting as an important tool for learning
There is a growing body of evidence suggesting that, when compared to typing, handwriting is better for learning. Although it’s not always clear why, some researchers suggest that handwriting involves our bodies more than typing does. This, in turn, seems to generate more connections in our brains, resulting in better memory and improved learning. As one study observes: “Handwriting activates a broader network of brain regions involved in motor, sensory, and cognitive processing. Typing engages fewer neural circuits, resulting in more passive cognitive engagement. Despite the advantages of typing in terms of speed and convenience, handwriting remains an important tool for learning and memory retention, particularly in educational contexts. ” This should not surprise those who hold to a biblical anthropology in which the body, mind and soul are understood holistically.
Our attention span in crisis
The second, and perhaps even more important, reason for banning screens from most of our lectures is because of the attention crisis. Our screens are constantly interrupting us with notices about incoming emails, social media posts, breaking news, and a thousand other things. In her book “Attention Span” , Dr Gloria Mark reports on her research into attention, showing how small interruptions like notifications effect our attention in dramatic ways. A silent notification on a cell phone draws our attention – even if we try to ignore it – and distracts us from whatever we were doing before. These constant distractions lead to decreased performance and increased stress. The effect of these distractions on the deep learning in which we want our students to engage is devastating.
Our decision to ban screens from chapel (except, in some cases, for the preacher!) flows from similar concerns. Even the strongest-willed among us find it difficult to concentrate on the Word when the Bible on our phone has a WhatsApp message displayed above it or when it’s buzzing in our jacket pocket. We have a few moments per week that have been set aside for us to meet together as a College for prayer and the ministry of the word, and so we want to ensure that our attention is given wholly to hearing from the Lord and encouraging one another.