When we asked students about the different ways their instructors were using technology to teach, the majority told us instructors use tech to engage them in the learning process and enhance their learning with additional materials. Nearly half of students also agreed that their instructors encourage them to use technology for creative or critical-thinking tasks (see figure 6). These results signal that faculty are mostly comfortable with integrating technology to enhance their pedagogy, improve communication, and carry out course tasks—all good things for sure. These practices, though, are largely under the control of the instructor and are teacher-centered. Our data suggest a distinct break between these items and those where students were asked if they were encouraged to use their own devices in class—practices that involve some relinquishing of faculty control, are more student-centered, and can encourage more active learning pedagogies. While 38% of students said their instructors promoted the use of student-owned devices to deepen their learning, slightly fewer (32%) disagreed, which indicates that nearly a third of students are not asked, encouraged, or allowed to use their own devices as learning tools in class. Almost half of students agreed that instructors encourage them to use their own laptops to enhance in-class learning, but only a quarter said they were encouraged to use their smartphones, one of the most widely owned and used student-accessible technologies.

Students were not asked if their instructors banned personal devices in the classroom; nevertheless, our data, along with many qualitative responses (as in the following examples), suggest that students continue to experience rigid policies for using personal devices during class:

• "About half of the professors I've had over the course of my college career have not allowed laptops in the classroom to take notes. This is not helpful for me…."
• "I would like for professors to encourage using technology in class such as laptops for note-taking, rather than reprimanding us [for] using it."
• "Due to my disability, allow me to use my smart-pen Bluetooth connected to my smartphone."

Discouraging the use of or banning devices altogether, particularly laptops, robs students of tools they report as essential to their academic success; this can be problematic for underrepresented populations (see Device Access and Ownership), especially for students with disabilities.1 Allowing only students who have documented disabilities the use of digital devices can draw unwanted attention from their peers, effectively identifying them as having a learning need they are entitled to keep private. Students with undisclosed disabilities or learning differences may also be disadvantaged by indiscriminate technology bans, as disability disclosure rates by students are low in higher education.2 Allowing students to use their own technology is an inclusive and equitable teaching practice that stands to benefit far more students than we will ever know (for cases that go undisclosed and/or undiagnosed), but professional development in teaching with technology is needed to spread the word, especially in institutions where pedagogical training is not a requirement for faculty. Although trusting students with the keys to their own tech may feel uncomfortable or even scary, it allows faculty to test drive more student-centered teaching strategies and learn about and incorporate more of the tech tools students are already using in their academic work. Failing to leverage the power of student-owned devices is a missed opportunity to deepen student learning with technologies they are already licensed to drive.