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Category Archives: Instructional Technology
The Chronicle of Higher Education published an article on popular ways to use mobile technology in the classroom. The information for the article itself was “crowdsourced” through Twitter. Do you use mobile technology in the classroom?
In my December 2 post I wondered about the appropriate role of mobile devices in the classroom. Since writing that column, I’ve discovered four relevant references that may influence one’s thinking on the issue.
1. PBS Frontline, “Digital Nation” (February 2, 2010, Season 28, Episode 3, pbs.org/wgbh/pages/frontline/digitalnation). What is the effect of media multitasking on society, education, brain development, and the economy? Interviews with researchers reveal what we now know about how badly the human brain multitasks and how some multitasking is impairing our ability to think deeply, even after the computer is turned off. In light of this research, the documentary challenges conventional wisdom about the role of technology in the classroom, yet perhaps most intriguing is the coverage of a Stanford study (see #2).
2. Ophir, Nass and Wagner, “Cognitive Control of Media Multitaskers” (Proceedings of the National Academy of Sciences, 2009, vol. 106, no. 37). This study shows that students who think they are highly effective multitaskers are actually quite the opposite, or as Stanford’s Clifford Nass said in a BBC interview: “The shocking discovery of this research is that [high multitaskers] are lousy at everything that’s necessary for multitasking.” See additional coverage in Wired Magazine and The Associated Press.
3. Maggie Jackson, Distracted: The Erosion of Attention and the Coming Dark Age (Prometheus Books, 2008). Jackson is another who argues that despite the cultural acceptance of multitasking, such practices are undermining our own attention skills; she cites more scientific studies that suggest that we have become so distracted by multitasking that we are losing the ability to think deeply about problems. In a video interview posted on her website (maggie-jackson.com), she asks,
What are the repercussions for a democracy when citizens are surrounded by information and are less and less capable of creating knowledge or learning from that information?
Jackson says that the average knowledge-based worker in the US now switches tasks every three minutes, and about half of these are interrupting. If you are wondering about the financial toll of all this multitasking and disruption, you may be interested in this…
This is a reply/follow-up to the November 9 post that raises important pedagogical questions about the role of mobile technology in the classroom.
I’d like to back up and ask a basic question. The number of students who now carry iPhones or Blackberries is noteworthy, not to mention those who text from standard cell phones. Given this level of potential distraction, has anyone developed a list of best practices for managing mobile devices in the classroom? What do you say in your syllabus? What is the appropriate response to a ringing cell phone? How about the student who sends text messages or the evening MBA who steps out to answer work-related calls? I want to give courtesy/respect, but the collective effect of 24 executives with 24 Blackberries is becoming downright disruptive.
I’ve been watching with interest Broadway’s struggle with changing etiquette. Did you see Hugh Jackman’s response when a ringing cell phone interrupted his late-September 2009 performance of “A Steady Rain”? According to the WSJ, Jackman is among a growing number of performers who are breaking from their characters to confront cell phone users, rogue photographers and videographers. How many times did you break from your script this semester?
James Hoff, a Fellow at the Schwartz Communication Institute, just posted to the Institute’s blog a provocative argument against teaching with technology entitled “Back to Basics: Resisting the Allure of Web Technology in the Classroom.” Bellow is a snippet.
As a profession we seem to have thoughtlessly embraced the idea of technology precisely because we see it as a way of making learning easier and more accessible for more of our students. Obviously—the logic goes—our students are comfortable using the Internet and social networking tools, so why not allow them to use those skills to learn? This kind of thinking is common among instructors who embrace popular culture because they think it will help their students “relate” to the course material. These are the same teachers who spend class time screening Hollywood versions of Shakespeare because students are supposedly incapable of understanding Elizabethan English or who teach rap lyrics or song lyrics as poetry, because it’s easier for students to get the difference between a tenor and a vehicle when it’s Tupac or Bob Dylan speaking than when it’s Dylan Thomas or Langston Hughes. But our calling as educators extends beyond merely providing our students with opportunities to learn material. As educators we are also responsible for providing our students with experiences which they would not otherwise have access to, such as the experiences that result from finding solutions to difficult problems, engaged and thoughtful conversation, and collegial argument. But even more than this, it is important that we offer our students alternatives to the kinds of experiences provided by the technology of mass media. If we are going to insist on teaching them how to get by in the corporate world they’ve been given, we need to at least teach them that other worlds are still possible.
You can read the entire post and comment on it here.
The Schwartz Communication Institute’s Luke Waltzer just posted to cac.ophony an interesting discussion of one of our most ambitious projects to date, the introduction of student blogging into every section of Freshman Seminar. In Luke’s words, “every Freshman Seminar at Baruch currently is blogging. That’s roughly 60 sections, populated by over 1200 students. Yowser.”
The idea of the FRO blogging project, a collaboration with our colleagues at Advisement and Orientation, is to provide first-year students with an online, public space for reflecting on a number of required projects and activities as well as their experiences of acclimating to college life — to give our incoming students yet more curricular opportunities to write and, in the process, to increase engagement and deepen their thinking about what they are learning and experiencing in their first year at Baruch.
Luke’s post details some of the nitty gritty of the project, which is one big experiment (a full-scale pilot, if you will) that we hope will teach us quite a bit more about the pedagogical potential of online personal publishing in introductory programs and courses. We hope, for example, to look closely at the tremendous variety of writing we have seen in the FRO blogs so far (from well articulated, impressively developed posts resembling mini-essays to brief, informal missives written in like SMS text messages) and explore ways in which to better teach students the conventions of college-level written discourse. For now, we’re focused fairly heavily on logistics and mechanics and look forward to building on and refining the programmatic and pedagogical aspects in coming semesters.
Student blogging seems to be a natural fit for typical Freshman Seminars, so I would expect that other schools have tried something like this though it does appear as though we at Baruch are blazing new trails. If you know of other schools doing something similar, please let us know.