Students at Anvil City Science Academy (ACSA) are reverting to traditional methods in the classroom as teachers seek to enhance focus and learning effectiveness. In Rachel Ventress’ writing class on September 23, middle schoolers engaged with pens and paper instead of their usual laptops, marking a significant shift in classroom dynamics.
During the lesson, Ventress instructed her students to complete a self-review on page 21 of their assignment packets and revise their drafts. Unlike previous years, when drafting was exclusively done on computers, students now worked with handwritten drafts, which Ventress observed was a notable change in their approach.
This decision comes after teachers at ACSA noticed that students were becoming easily distracted by digital devices. Ventress and science teacher Keane Richards led the initiative to emphasize handwriting and other analog skills, recognizing that learning to take notes, conduct research, and engage with printed texts is vital for student development.
Ventress recalled the transition to digital classrooms that began with shared computer carts and progressed to one-to-one iPad assignments. The shift intensified during the COVID-19 pandemic, which pushed for each student to have a device and internet access, but it also highlighted concerning trends in student engagement and learning retention.
Richards expressed similarly, stating that computers often function as “black holes” for students’ attention. He noted that the slow, purposeful movement involved in writing by hand enhances cognitive processing, a point echoed by Principal Ayden Wickman.
Feedback from students regarding the new approach varied. Willis Breuker preferred typing for its ease and efficiency, while Kourtney Bogart appreciated handwriting for its ability to minimize distractions. Max Pardee noted that writing helped his ideas flow more naturally and also served as an opportunity to improve his handwriting skills.
Ventress emphasized that their goal is not to eliminate technology but to integrate it more intentionally. As part of this effort, both she and Richards plan to incorporate handwritten logs into science classes and require students to design science fair projects on paper.
Richards has also introduced physical reference materials in his classroom, replacing reliance on digital resources. He noted the importance of writing in lab notebooks and field logs for observational skills, which can be hindered by exclusive computer usage. Richards stressed that technology encompasses more than just screens and that students must become adept in various technological forms used in scientific inquiry.
ACSA has shifted to this analog approach in response to concerns over declining student focus and literacy following the pandemic. Richards remarked that the return to in-person learning revealed significant gaps in students’ abilities to navigate online and offline learning environments effectively. He aims to equip students with skills to critically assess information and to differentiate between credible sources in an increasingly complex digital landscape.
As ACSA continues to develop its educational strategies, the goal remains clear: to foster a learning environment that balances technology use with traditional skills to enhance overall student comprehension and engagement.
