Law schools are throwing out the baby with the bathwater by banning laptops from the classroom as an effort to combat improper ai use.

On July 10, 2026, the conversation around artificial intelligence in legal education reached a new level. Reports of universities banning both AI tools and laptops in classrooms reflect a growing anxiety: how do we preserve critical thinking in an age of automation? ⚖️

It is a fair question. It is also the wrong solution.

Let me be clear at the outset. A first-year ban on AI tools makes sense. A blanket ban on laptops does not.

The Case for Limiting AI—At First

Legal education has always been about building judgment. That means learning how to analyze facts, synthesize doctrine, and construct arguments from scratch. AI short-circuits that process if used too early.

Under ABA Model Rule 1.1 (Competence), lawyers must provide knowledgeable and skilled representation. That competence begins in law school. If students rely on AI before they understand the law themselves, they risk becoming operators instead of thinkers.

As I have noted in prior discussions on legal technology, AI should augment—not replace—legal reasoning.

So yes, a structured limitation on AI during the first year is defensible. It creates a foundation. It forces students to wrestle with ambiguity. It builds intellectual muscle. 💡

But Banning Laptops? That Is an Overreach

This is where the policy breaks down.

When I entered law school then graduated in 2002, laptops were just beginning to appear in classrooms. They were not universal. They were not always welcome.

For me, the laptop was not a distraction. It was essential.

My handwriting was and sadly still is poor. My ability to type, organize notes, and revise quickly made the difference between struggling and succeeding. My laptop was not a shortcut. It was an accessibility tool before we used that term widely.

Fast forward to today. Students are typing far more than they write. Many have never learned cursive. Their academic workflows are digital from the start.

To remove laptops is not to level the playing field. It is to shift it—often unfairly.

The Practical Reality of Modern Learning

Legal education does not exist in a vacuum. Law practice is digital.

Law students who learned on laptops will be disadvantaged if classrooms suddenly ban them.

Under ABA Model Rule 1.1, Comment 8, lawyers must understand the benefits and risks of technology. That obligation does not begin after graduation. It begins in law school.

Students today must learn:

How to organize digital research
How to draft and revise efficiently
How to manage documents and workflows
How to integrate technology into legal reasoning

You cannot teach modern legal competence while removing the primary tools of modern legal work. 🖥️

A laptop is not the problem. Misuse is.

The Enforcement Problem No One Is Talking About

There is also a practical issue. Banning AI is difficult to enforce. Banning laptops is easy.

That does not make it the right policy.

If anything, banning laptops is a workaround for the harder problem of AI enforcement. It is a policy by convenience.

And it raises a deeper concern under ABA Model Rule 5.3 (Responsibilities Regarding Nonlawyer Assistance), which increasingly applies to AI tools. Lawyers—and future lawyers—must learn to supervise and evaluate AI outputs.

You cannot teach supervision by eliminating exposure.

A Better Approach: Controlled Access, Not Prohibition

Law schools should be experimenting with smarter controls instead of blunt bans.

Some possibilities include:

Disabling Wi-Fi and cellular signals in certain classrooms 📶
Using locked-down exam or classroom software environments
Creating AI-permitted and AI-prohibited assignments with clear boundaries
Requiring disclosure of AI use in coursework
Teaching prompt engineering and AI verification as part of the curriculum

This approach aligns with ABA Model Rule 1.6 (Confidentiality) as well. Students must learn what data can and cannot be shared with AI systems.

Exposure with guardrails is more effective than prohibition. That principle applies directly to how law schools should approach AI.

Critical Thinking and Technology Are Not Opposites

There is a persistent myth underlying these bans: that technology erodes thinking.

That is not inherently true.

Technology can weaken thinking if it replaces effort. It can strengthen thinking if it supports it.

A student who uses a laptop to organize case law, annotate notes, and refine arguments is not thinking less. They are thinking differently—and often more effectively.

The same will eventually be true of AI.

The goal is not to create lawyers who avoid technology or who think less by using AI. It is to create lawyers who use it wisely. ⚖️

What Law Schools Should Be Teaching Instead

If I were designing a first-year curriculum today, I would include: