Paper airplanes fly across the classroom as folded notes are quietly passed down the line of desks. It’s a normal day but no student laptops or iphones 16s are in sight.

Within the last decade, due to the increase in technology, among other factors, there has been a change in communication, learning and even in beliefs that can be widely seen in schools through student interactions. There have been a lot of changes since Judson High School first opened, versus how it is currently and with those changes both advantages and troubles have surfaced.

Judson High School was established in 1959, which makes it 67 years old. In the late 1990s, schools were slowly advancing and integrating new technology. Schools went from chalkboards and overhead projectors to digital projectors, Clear Touch monitors and other advanced technological tools. 

In comparison to the technology that is currently used by students at Judson today, there is clearly a significant difference. Students 30 years ago would have to go to libraries or even home to access a computer and do research rather than having the ability to use a school-issued laptop.

When asked about how assignments were typically assigned, Ciara Keyes, a 2008 Judson graduate stated, “It was definitely all pen and paper. The library was utilized if you don’t have internet at home. I still had dial-up internet at my home in high school, so we had to choose between being on the phone and getting on the computer. Majority of the research was encyclopedias unless you had computer access.”

After 2020 when Covid-19 hit, there was a more defined change throughout the technology available at schools. When everyone had to attend online classes during quarantine, schools saw the need to issue school laptops, which ended up becoming an essential part of how students complete work today.

“Assignments are usually given and submitted online through the Canvas app. I don’t get much physical work anymore. Papers and projects are almost exclusively researched online nowadays,” commented junior Andrew Aviles Peña. “I don’t remember the last time I had to use a physical book or article.”

With every student gaining access to a laptop, completing assignments online has become the new norm. Having access to a laptop means that not only can the online assignments be done in an easier manner, but it also facilitates all types of class work. The school-issued laptops make it easier to research for assignments, with a lot less effort required.

“It actually became more collaborative. I could assign something and give them a common workspace, that they could then go and each person would contribute what they needed to, and they didn’t even have to sit next to each other anymore,” stated Brandon Asher, a Career and Technical Education (CTE) teacher at Judson.

When it comes to group projects or students working together as a group, the easy access to resources online has made it more manageable for students and teachers. Students are able to collaborate without having to worry about  whether or not they can meet up or make enough time for these projects. 

“Group projects usually begin with us picking our groups, then sharing a document or slideshow, depending on the context of the assignment. Finally, we assign a task for each group member and complete it individually,” explained Aviles Peña.

Working independently, even when assigned group work may be seen as efficient, but on the other hand, it limits communication among students.

Shelby Swanson, a former Judson student from 2005-2008, said, “Another skill I developed [prior to the use of technology in schools] is active listening and communication. When you are messaging or texting, a lot is lost in the digital. When you talk to someone verbally, multiple topics come up. You learn more about that person from their tone and body language.”

Through the accessibility of class work being done all through one device, students are now more capable of learning at their own pace. Learning at their own pace allows students to get a better understanding of the subjects they are learning in classes.

Junior Emely Perez, a Judson athlete, mentioned, “I think it has impacted my class work in a good way, because it’s just a more efficient way to get all my stuff done. It’s easier to type out things than to write them out one by one. And then that way, whenever I go to submit it, I can make sure that it’s turned in right.”

Due to the fact that students are able to work independently at their own pace, the potential for more distractions and procrastination can be seen in classrooms. The easier access to sources could also mean easier access to distractions.

“I think as we see students, they find ways to distract themselves from the lesson. If they’re on a Chromebook, they will go on to other programs or work on other assignments versus the one [assigned] in that class. They may go to programs like Cool Math or other places where they’re playing games versus learning. It doesn’t necessarily even have to be on their phone now because they can access all of that on their chromebook,” commented Rory Hoxie, AP U.S. history teacher.

What used to take more effort to do with devices 30 years ago, can now be done in less than five minutes. In addition to the new forms of distraction that arose from technological advancements in schools, a new way for teachers to help their students emerged as well. 

“As the technology advanced, I was able to be more involved in what each student was doing. When we first started teaching, there was not a lab software that allowed me to log in with the students to work with them. Now I can monitor the entire system and if I need to help, I can go in and help. The advancement of technology has made it to where I can be more hands-on but remotely,” added Asher. 

In the last few decades, people have seen schools go from working with paper and pencil to completing work using a computer. The shift in classwork dynamics seen at Judson High School has come with both its benefits and drawbacks.