By Ema Bojaxhi, Staff Writer
As students enter a new school year, one thing that has remained the same is the longstanding debate of whether students should be permitted to use personal devices. Some students believe personal devices like MacBooks or other laptops actually help them stay focused and get work done better, while many teachers argue that these devices are just another distraction that takes students away from the lesson. This disagreement has created tension between what students feel they need in order to learn and what teachers think is best for keeping the classroom focused.
Junior Layla Aruthon is one of the students directly impacted by the rule banning personal laptops in certain classes, expressing how she feels the ban takes away her independence.Layla’s response shows how some students think the policy punishes everyone for the actions of a few. “I feel like we should be trusted to manage our own focus,” Layla explained. “I don’t message or play games on my laptop during class, and it feels unfair that responsible students don’t get the choice anymore. For me, learning is easier when I’m on a device I’m comfortable with.”
On the other hand, Mrs. Irby, who teaches AP Psychology and US History at River Hill, believes enforcing the rule has valid reasons behind it. She explained that personal devices reduce focus and participation. “Attention is a limited resource, and when students split focus between messaging and the lesson, they don’t retain the material as well,” she said. She also mentioned how students often think they are good at multitasking, when in reality, their brains are just constantly switching back and forth between tasks. That makes it harder to actually remember information. According to Ms. Irby, Chromebooks help remove those temptations and create a more equal environment where every student is working on the same type of device.
For freshman Adrian Bojaxhi, the switch has been frustrating. Coming from middle school, where he was accustomed to working on his own MacBook, the change hasn’t been easy. “I’m so used to working on my MacBook that switching to a Chromebook feels slower,” he said. “I get why teachers don’t want them, but sometimes it feels like I could work more efficiently on my own device. The Chromebooks are really slow and laggy, and it’s honestly unpleasant to work on them.” Adrian’s perspective shows how technology policies don’t just affect learning, but also how comfortable students feel with the tools they’re given.
One Junior, Vickie Backus, has a more balanced view on the issue. “On one hand, I do think people get distracted with messaging and apps,” she admitted. On the other hand, personal laptops are familiar and more comfortable to use. Chromebooks can feel limiting, but I understand why some teachers want everyone on the same page.” Her opinion highlights how complicated the problem really is, since both sides have valid points.
At the end of the day, the argument about personal laptops in classrooms represents something bigger than just a simple rule. It’s about finding a balance between letting students feel comfortable with their learning tools and ensuring they stay focused. Teachers like Ms. Irby are looking out for students’ long-term success, while students like Layla and Adrian just want the chance to use what works best for them at the moment. It’s clear that this is an issue where students and teachers don’t always see eye to eye, and it might take more conversations like this to find a middle ground.