AS THE WORLD BECOMES INCREASINGLY MORE technological, computers and other high-tech equipment are becoming significant components in educational institutions. The use of this equipment creates a virtually paperless classroom.

The paperless environment is growing in all areas of classroom instruction including lectures, homework, quizzes and examinations. A paperless classroom allows professors to provide immediate feedback to students on papers and exams and can save professors a great deal of time in preparing presentations. For example, a professor can deliver lectures using Microsoft Power Point. Power Point allows presenters to enhance the delivery of the lecture by providing a selection of graphics, animation and other features.

This type of presentation not only enhances classroom instruction but can also help students in two distinct ways. First, students can give the lecture their undivided attention and refrain from taking notes, when the professor posts the notes online for students to print out. Second, students who miss a lecture have direct access to materials covered in that class period (Jadali, 1999).

There is no established method to conducting a paperless classroom. Some professors combine paperless technology with more traditional approaches. A professor may keep all course materials online such as the course syllabus and homework assignments but administer paper quizzes and exams. Other professors are completely paperless, administering quizzes and exams online.

A paperless environment has many advantages. First, by relying on electronic media to enhance presentations, students' interest can be heightened Second, students can be provided with immediate feedback on assignments and exams. Third, using a computer to grade assignments saves time and promotes a more efficient recordkeeping environment (Jadali, 1999).

Where there are advantages there are also disadvantages. First, students may not have the computer skills or be uncomfortable using a computer to complete class assignments. Second, students may not be able to learn from a computer and have to print out all materials, which they may find inconvenient and expensive. Third, unlike books and paper notes, computers may malfunction.

Some paperless classrooms do not require students to buy textbooks, instead all course materials can be found online. Chicago-Kent for example, has a program called E-LEARN which gives first-year law students a laptop loaded with most of the course materials required for the first year of study at Chicago-Kent.

Resurrection Catholic School in Dayton, Ohio recently instituted a program requiring fourth grade students to use a portable electronic book reader called Rocket eBook for every subject for a minimum of one grading period (Caterinicchia, 1999).

For related information on paperless technology, see the EET article on Distance Learning.

Alicia Holdner Campen
Graduate Student
Department of Educational Technology
San Diego State University