KRISHNAN: Is technology benefiting or hindering university learning?

April 17, 2026 - 08:26

The modern university lecture hall is a battleground of philosophies, often visible in the stark contrast between two classrooms. In one, screens glow as students type notes on laptops, follow along on digital textbooks, and engage with interactive polls. In another, technology is conspicuously absent, replaced by the quiet scratch of pens on paper and the focused dynamic of a professor-led discussion.

This divide highlights a central question in higher education: is digital technology a powerful tool for enhancement or a persistent source of distraction? Proponents argue that devices enable efficient note-taking, instant access to scholarly resources, and inclusive platforms for student participation. They can cater to diverse learning styles and prepare students for a digitally-driven workforce.

Conversely, many educators observe that screens create a barrier to deep engagement. Studies suggest that multitasking on a device during lectures leads to poorer information retention. The constant pull of notifications and non-academic content can fracture attention, not only for the user but for peers seated nearby. The traditional pen-and-paper method is championed for fostering greater focus, critical thinking, and meaningful classroom connection.

The consensus among learning specialists is not about choosing one extreme over the other, but about intentionality. The most effective approach may be a mindful integration. This involves professors setting clear, research-based guidelines for technology use specific to each lesson's goals, and students developing the self-awareness to use tools as a means to an end, not an end in themselves. The ultimate aim remains unchanged: to cultivate a focused environment where deep, lasting learning can flourish.