The Technology Fast: Transformational Learning as Changes in Behavior and Perception beyond the Classroom


  • Daniel B Shank Missouri University of Science & Technology
  • Nathan Shank Oklahoma Christian University
  • Mallory North Missouri University of Science & Technology


human-computer interaction, transformative learning, technology fast


Digital technology has become an integral, if not overwhelming, part of many people’s lives. As the use and pervasiveness of technology has increased, the popularity of taking a Sabbath from it has also increased. In this paper we ask if and how a technology fast assignment influences students’ lives beyond the classroom. Transformative, active, and experiential learning all suggest that in order for students to reap the greatest benefits of education, learning must influence perceptions and behavior outside of the class environment. In two semesters “Human-Computer Interaction” classes, students were assigned a technology fast in which they recorded their experiences in reflective writings. We analyze all twenty-three students’ responses identifying recurring themes including transformations in preparing for, within, and due to the influence of the technology fast. These themes revealed that the technology fast assignment influenced both perceptions of and behavior related to technology within and beyond the classroom.

Author Biographies

Daniel B Shank, Missouri University of Science & Technology

Assistant Professor, Psychological Science

Nathan Shank, Oklahoma Christian University

Assistant Professor, English

Mallory North, Missouri University of Science & Technology

Undergraduate Student, Psychological Science


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