The amount of time we can spend processing, encoding, storing, and retrieving information is constrained by the average person's attention span, which is approximately ten minutes.

Students' notes are less successful when they attempt to take notes while simultaneously paying attention to the teacher and engaging in non-academic activities like checking Facebook, responding to texts, and responding to emails.

Problems with multitasking and diversions in gadgets are the main points of contention against the usage of laptops, tablets, smartphones, and other devices in the classroom. If not all pupils have access to the most recent technology, it also becomes an equity issue.

However, the debate over whether or not to utilise electronic devices for taking notes is one that might already be lost, and the issue is not one of "either/or." It is not a strong case to forbid technology because teachers are uncomfortable using it productively.

For teachers to use technology effectively, they must acquire new abilities. It is best for teachers and students to select the most suitable note-taking method for each job, whether it be handwritten or computerised. Here are six suggestions on how to take notes on electronic devices more efficiently.

Tip 1: How we take notes is influenced by our memory

For better electronic note-taking, it's crucial to comprehend attention span and working memory capacity. The ability to temporarily store and handle small bits of information is referred to as working memory.

There are large individual variations in working memory ability, according to research on the subject.

People can transcribe far more content by typing notes than by writing them by hand because typing is faster than handwriting. Sometimes it is simpler to copy notes initially and process them later for students who struggle with working memory.

Students can take more notes since they don't have to split their attention as much between the several cognitive processes required to listen, type, synthesise, and absorb information at the same time. However, this method only functions if students revisit and reprocess their notes within a 24-hour, 7-day, and 30-day window.

Even when using electronic notes, a learner must repeatedly review and interact with their notes as part of active learning activities like:

• "Chunking" a lot of information into larger groups that are easier for you to recall.

• Write down the main ideas in your own words.

• Including pertinent questions in the notes to help readers remember the important ideas

• Creating a note-summarizing document.

• Examining the actual educational process - Where did you face opposition? How did you deal with issues?

Tip 2: Laptops are required for tasks involving structured learning.

The explicit use of digital tools in structured, active learning tasks needs to be taught to students. Structured tasks make use of the lesson's integrated technologies. For instance, when a new concept, like climate change, is introduced, have groups use laptops to look up a variety of alternative research findings. Then, have the groups summarise and compare their findings to the class.

Tip 3: Distribute responsibility while utilising electronics.

When deciding whether or not to allow students to use electronic devices in class, teachers should consult with the students. Discuss the advantages and disadvantages of taking handwritten versus electronic notes. Students and teachers might agree on a contract regarding how technology will be used in class.

On laptops and other portable devices, new software and app note-taking capabilities are routinely developed. Assign students the task of investigating various apps and discussing their benefits and drawbacks, eventually compiling a database of what is available for use by all.

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Tip 4: Begin with simple tools.

Students can annotate and add questions for a self-test to their notes by using the track changes feature in any word-processing tool. As it promotes the exchange of notes across study groups, word processing documents can be highly useful for the four stages of note-taking (note taking, note taking, note interacting, and note reflecting).

On many different programmes and apps, notes can be readily created, saved, and shared. Students can receive guided notes through email or QR Code. Throughout a class and in the following lessons, teachers should allow students to pause and consider their notes.

Tip 5: Use electronic gadgets along with handwritten notes

Handwritten notes can be merged electronically using a stylus for activities like formulas and diagrams. On the electronic device, handwritten notes also become searchable. Software is also available for non-linear note-taking techniques like mind mapping.

In the example that follows, a student added a photo and crucial questions after taking notes on his iPad. He will go over it once more and add a summary later.

The learner uses a variety of digital notebooks that are kept in the cloud and are accessible at any time from anywhere around the globe. In one instance, he referenced and copied a lesson plan and online video from the internet into his notes. His later annotations to the notes are shown by the various colours. Then, using any programme that permits PDF annotation, including Notability, iAnnotate, PDFPen, Evernote, and Professional Adobe Acrobat, he saves the notes to Dropbox or Google Drive and shares them with others for their additional annotations.


I won't say much as the blog has informed you all about how to take notes on a laptop.

It is an easy process and you can use it for various purposes.