iPads in the writing classroom: Neoliberalism, agency, and access

The past few decades have seen a variety of technologies enter the writing classroom, although questions over access and digital divides have persisted, especially during the COVID-19 pandemic. In this article, we explore the experiences of students and instructors during the implementation of a universal iPad initiative at an R1 research university aimed in part to alleviate technological divides among students and allow for more seamless integration of technology in instruction. Data are drawn from surveys of 360 students and 35 instructors and interviews with a subset of 6 students and 7 instructors. We explore issues such as the affordances and limitations of the iPad in writing classrooms, how well iPads were integrated into the teaching of reading and writing, and how iPad access enhances or limits student and instructor agency. We conclude by raising questions about the value of universal initiatives that take a one-size-fits-all approach in writing classrooms that prioritize student agency and choice as well as cost concerns in an era of neoliberal budget austerity.