Introduction
This study investigates the impact of the “low-tech methods’—Writing by hand and Reading aloud on student engagement and class participation. In a digital technology era where Artificial Intelligence has opened up conversations and attempts at negotiating and structuring how learning should take place effectively, the “low-tech” methods of Writing by hand and Reading aloud deserve careful consideration. They invite students to engage with their own thoughts with their pen and paper—away from their screens, responding to Focused Freewriting prompts, critiquing their own work and those of their peers, and ultimately spending time thinking about and writing their responses in class before being called on to read their written responses aloud—verbatim. […]