Chapter 1: The Classroom of Tomorrow

Envision a classroom not far from now. Traditional learning materials such as textbooks and slideshows seamlessly integrate with devices once known merely as “phones” and “laptops.” However, these materials could now be embedded into desks, walls, clothing, jewelry, glasses, or even tattoos and contact lenses. In this scenario, a teacher trained in the 2010s might find themselves wanting to say, “put away your laptops and phones,” but how can they do so when the technology is literally part of the students?

For at least the last five years, discussions about the role of laptops in education have been prevalent. The common stance against their use argues two main points: first, laptops can be distracting; second, research in controlled settings suggests that students often grasp material better when taking handwritten notes rather than typing.

This widely discussed research indicates that because students can type more quickly than they can write by hand, they often take notes verbatim. However, simply transcribing a lecture isn’t necessarily the most effective learning method. The research suggests that summarizing information enhances understanding, and writing by hand naturally encourages this summarization. Therefore, this debate is less about laptops versus pens and more about the methods of note-taking. Nonetheless, the outcome has led many academics to announce bans on laptops in their classrooms, claiming it’s for the students' benefit.

A recent article in The New York Times presented a similar argument, asserting that research is clear: laptops distract both the user and their peers. This narrative echoes through various media outlets such as NPR, The Washington Post, Inside Higher Ed, and The Chronicle of Higher Education.

However, skepticism is warranted. Many students with disabilities rely on technology for communication, note-taking, and accessing course materials. As someone with dyslexia who struggles with handwriting, I found that technology significantly improved my learning experience.

The challenges faced by the disability community raise essential questions about the future of human-technology interaction in educational settings. If the argument for technology in classrooms, particularly for students with disabilities, hasn’t swayed everyone, perhaps a broader perspective will.

This generation is likely the last, barring any major upheaval, that can conceivably separate students from their tech. It’s time to consider how we can teach in a world where students are increasingly becoming "cyborgs."

Chapter 2: Literature's Vision of Embedded Tech

Science fiction authors have long pondered the societal impacts of embedded technology.

William Gibson’s Neuromancer trilogy imagines a reality where individuals can access vast amounts of information directly through their minds, freeing educators from the need to focus on rote memorization and closed-book assessments.

Neal Stephenson’s The Diamond Age follows Nell, a young girl who, through an immersive virtual-reality education program, is groomed by AI and actors to become a revolutionary leader.

In C.S. Friedman’s This Alien Shore, every child receives "brainware" at birth, allowing for equitable access to knowledge. These narratives portray futures where banning laptops is not a realistic option. So, what might education look like in such worlds?

In our current reality, technologists are focused on the Internet of Things, where everyday objects—like Google Glass and Apple Watch—are evolving into advanced computers. Bruce Schneier refers to this as a “world-size robot.” The implication is clear: commonplace items that function as computers will soon infiltrate classrooms. While spotting students on their phones is relatively easy now, imagine a classroom where smart pens or textbooks communicate directly with students' contact lenses—teachers would be none the wiser.

If outright banning devices is impractical, what alternatives exist? One approach could involve strict control over information flow—akin to panopticon pedagogy. Education writer Audrey Watters has highlighted how ed-tech companies are heavily invested in surveillance methods that track every click and interaction. However, students will inevitably find ways around these restrictions, such as utilizing cellphone hotspots. Moreover, controlling data usage runs counter to effective teaching practices.

In this age of readily available information, teachers need to equip students to navigate and utilize this vast data landscape effectively. It’s essential to foster skills in sorting, analyzing, and producing coherent arguments, which cannot be achieved if students are routinely cut off from their devices and merely listening to lectures. Educators can help students combat distractions by modeling effective presentation skills, teaching note-taking techniques, and establishing norms centered on choice, respect, and open communication. Instilling these values from an early age is crucial for the entire educational framework.

I use the term “cyborg” intentionally. Alice Wong, founder of the Disability Visibility Project, travels the world using a remote-controlled robot. “We’re all cyborgs,” she often emphasizes, pointing out the numerous ways individuals with diverse abilities engage with technology. When access to tech is limited, she argues, it effectively restricts a part of their identity.

Danah Boyd, a technologist at Microsoft, reflected in 2009 on how disconnected she felt from her “cyborg life” whenever she was cut off from online resources, especially in educational settings. “I can’t concentrate in a lecture without looking up relevant content,” she noted. In her recent book, It’s Complicated: The Social Lives of Networked Teens, Boyd examined how younger generations are profoundly affected by being disconnected from the flow of information.

The “networked world” is here to stay, and it falls to educators to create networks of learning, solidarity, mutual respect, and trust.

This article originally appeared in The Atlantic.