Also, the class began to have a discussion about the ups and downs of technology and came up with a plan of activities, such as sporting events, that they could do without using technology. Finally, students gave their smartphones to their teacher with the condition that they could only use technology to do homework and nothing else. As a result of this project, students from Llewellyn’s class had a different perspective of living without technology for a week. They had more social time with friends face-to-face, finished their homework on-time, and desired to gain more knowledge about life without technology. After this project was over and the teacher gave back the smartphones to her students, the students’ minds have changed on using technology. They had a belief that they would disconnect from technology once in a
Also, the class began to have a discussion about the ups and downs of technology and came up with a plan of activities, such as sporting events, that they could do without using technology. Finally, students gave their smartphones to their teacher with the condition that they could only use technology to do homework and nothing else. As a result of this project, students from Llewellyn’s class had a different perspective of living without technology for a week. They had more social time with friends face-to-face, finished their homework on-time, and desired to gain more knowledge about life without technology. After this project was over and the teacher gave back the smartphones to her students, the students’ minds have changed on using technology. They had a belief that they would disconnect from technology once in a