ABSTRACT
In this chapter, we examine classroom technology policies collected from English Departments at two different institutions (referred to here as Northeast and Southeast). Through our examination of course policies, we found that instructors consistently limit student agency over their own learning through delivery requirements and device bans while exempting themselves from those print-only and print-mostly ways of working. In doing so, instructors privilege the assumptions of print culture, even when such notions are at odds with the focus of the course. In response to these findings, we offer a pedagogical recommendation for developing a more inclusive and instructive technology policy.
