In theory, a Berkeley student could survive the most rigorous of school schedules bearing only their trusted laptop computer. Berkeley laptops have all the necessary software preinstalled: Microsoft Office, a student email account and an Internet browser. Textbooks are nonessential since their publishers now offer eBooks as an alternative. Teachers post handouts, schedules and assignments on Edline. The library’s online resources provide students with a world of knowledge right at their fingertips. Virtually anything students need to enhance their learning experience is available with the click of a mouse.

With all these tools at the students’ disposal, one may assume that laptops would increase learning efficiency during class—and often, this is the case. History teachers commonly condense the subject matter of their lectures into PowerPoints that students can view during class. By presenting the material in both auditory and visual forms, these teachers accommodate students with different learning styles. The World Languages department takes digital education to another level: teachers encourage their students to take advantage of online programs such as interactive quizzes, videos and games to facilitate the intricate process of learning a language.

In some courses, most notably mathematics and science, laptops prove incompatible with the in-class curriculum which often requires the understanding of graphs, charts, and drawings. Until computers easily facilitate the manual input of complex compositions, paper and pencil remain the most practical option.

Despite the benefits of laptops use in some classes, they have the potential to distract students from instruction, hindering understanding and productivity. In a given classroom, it is not uncommon to witness students playing Halo or scouting for the latest Neiman Marcus sale. As a result, some teachers monitor students to ensure they are using their laptops responsibly. On the other hand, teachers of advanced courses and upperclassmen allot their students a certain degree of freedom.

Jeremiah Gregg, Chair of the Upper Division History Department, shared his view on this issue. “I give my honors and AP students more leeway […] if some use their laptops irresponsibly, they would only be wasting their own time.” Other teachers, however, view technology not only as a potential distraction from the curriculum itself, but a disruption of the unique relationship between an instructor and their students. These teachers stress the importance of communication between every member of the classroom. With laptops in the picture, they argue, class material is reduced to mere notes on a page.

Matthew Bohrer, Chair of the Upper Division Religion Department, is a strong advocate of laptop-free classrooms: “I don’t like speaking to a dead audience. Computers are useful tools […] but they are so distracting that students are only focused on the screen right in front of their faces.”

Given the rise of the Harkness method, a type of interactive discussion in English classes, one can assume that many teachers have reacted against the monotony of digital note-taking in favor of a more comprehensive form of education.

The benefits and drawbacks of laptop usage in classrooms have been, and will likely continue to be, debated. Yet the arguments over the usefulness can be boiled down to one simple question—are they helping students learn?