Re: [Air-l] laptops and Internet access in class
On 5/21/07, Matthew Bernius <mbernius@gmail.com> wrote:
Next year I will be banning cell phone, ipods, etc. in my undergraduate classes. [snipped] And, at least for a school like RIT, that prides itself on preparing it's students for the workplace,
basic technology etiquette needs to be stressed. The sad fact is that a lot of the technology
behavior I've seen isn't appropriate for the workplace.
I'm wondering whether Matt might expand on ideas introduced in this posting. In particular, suggestions that techology usage in classrooms doesn't translate into workplace settings. Choosing not to use the technology, as the instructor, is a contradictory practice as workplace educators are highly dependent on a variety of information and communication technologies in promotion of learning among employees in a variety of work settings.
All of the class I teach have a lecture and a lab component. As for myself, while I didn't grow up with the internet, I have been a computer user since age 5. After school I spent eight years working in the new media industry.
My experience is that entering freshmen don't have the maturity or the skills to effectively use the technology to support learning. And I don't believe that those skills can initially be developed on new technology. As already discussed, too many students use these weapons of mass distraction to punch out of an interaction at the smallest hint of boredom (or difficulty). Attention is a skill/discipline that needs to be developed, including learning to pay attention to things that you don't want to pay attention to. I can speak from personal experience, that people who punch out/don't pay attention in professional meetings are VERY much noticed (and it's held against them... I've learned that the hard way). In terms of multitaskers, yes, my students can handle multiple tasks at once. And quite frankly, they don't handle any of them particularly well. So another goal is to help them develop a "here and now" focus. Blind faith in technology has become a crutch for student to avoid learning fundamentals. While they assume that an answer is "out there," they more often than not, lack both the desire to seek it out or the skills (or even suspicion) to interrogate the information once they find it. I've found that these so called "digital natives" haven't even begun to interrogate the systems (language, practices, heuristics) that they operate in. If anything, they are far worse at switching digital authoring tools than we "immigrants" who were forced to internalize the language and metaphor of the tools we used. This is a common thread that I've heard from numerous employers -- that recent grad have a real hard time switching between tools (sometimes even between different versions of the same software). I admit that any and all of these issues could be addressed through "creative technology teaching." I've worked on trying a number of them. All have been unsatisfactory. Frankly, I don't have time for that anymore. I'm pulling the crutches out from under them and taking them out of the comfort zone that technology has built for them. I'm stripping things down and forcing communication (and reading). Computers will be used in the lab without a doubt. But lecture/discussion exercises will take place in "thought space" rather than letting students retreat into digital space. As students progress, I have no problems with allowing laptops back into the class room and using them as tools (like I said, I plan to use my laptop to take notes in my graduate classes). But there is a maturity issue here. And there is also a personal responsibility issue. To pull it all back to the initial question, there is far more to a technology job than using technology. I have no doubt these students can "use" technology (though not as well as they think they can). The majority of my students don't have the fundamental skill basis to use technology well. While it may be true that there are different learning modalities, the fact is part of my responsibility is to prepare these kids to work for people who are often even less comfortable or understanding of this behavior than I am. - Matt
Matt: I hear all of what you are saying about developing focus, but what Prenksy and the Duke iPod Initiative indicates is that students using iPods actually will focus on a given task through podcasts. You will be running into a new problem very shortly if you are US based: non-traditional students and veterans. I am speaking as a person who is a vet and recently finished a doctoral course of study. These people will be mature and several may be more mature than you, so you may have to adjust by setting up rules of use in your class for technology. You will have to teach them how and when it is appropriate to use technologies. There is a real issue of learning modalities: your style may not mesh well with some of your students learning styles. I interviewed an expert in the field (whose name escapes me) who indicated that there is a communications divide between students and professors as well as a digital divide. Most professors are from one type of school when teaching while most students are visual-kinesthetic combination learners.What is your discipline? You indicated that you are responsible for where these students will work, I have found that as an internship facilitator that the best way to teach these lessons is to put students in the field so that they learn the etiquette that is involved in a profession. You sound committed to excellence so I know you will find a way to mesh the methods with the technology. -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Matthew Bernius Sent: Tuesday, May 22, 2007 10:01 AM To: air-l@listserv.aoir.org Subject: Re: [Air-l] laptops and Internet access in class On 5/21/07, Matthew Bernius <mbernius@gmail.com> wrote:
Next year I will be banning cell phone, ipods, etc. in my undergraduate classes. [snipped] And, at least for a school like RIT, that prides itself on preparing it's students for the workplace,
basic technology etiquette needs to be stressed. The sad fact is that a lot of the technology
behavior I've seen isn't appropriate for the workplace.
I'm wondering whether Matt might expand on ideas introduced in this posting. In particular, suggestions that techology usage in classrooms
doesn't translate into workplace settings. Choosing not to use the technology, as the instructor, is a contradictory practice as workplace educators are highly dependent on a variety of information and communication technologies in promotion of learning among employees in a variety of work settings.
All of the class I teach have a lecture and a lab component. As for myself, while I didn't grow up with the internet, I have been a computer user since age 5. After school I spent eight years working in the new media industry.
My experience is that entering freshmen don't have the maturity or the skills to effectively use the technology to support learning. And I don't believe that those skills can initially be developed on new technology. As already discussed, too many students use these weapons of mass distraction to punch out of an interaction at the smallest hint of boredom (or difficulty). Attention is a skill/discipline that needs to be developed, including learning to pay attention to things that you don't want to pay attention to. I can speak from personal experience, that people who punch out/don't pay attention in professional meetings are VERY much noticed (and it's held against them... I've learned that the hard way). In terms of multitaskers, yes, my students can handle multiple tasks at once. And quite frankly, they don't handle any of them particularly well. So another goal is to help them develop a "here and now" focus. Blind faith in technology has become a crutch for student to avoid learning fundamentals. While they assume that an answer is "out there," they more often than not, lack both the desire to seek it out or the skills (or even suspicion) to interrogate the information once they find it. I've found that these so called "digital natives" haven't even begun to interrogate the systems (language, practices, heuristics) that they operate in. If anything, they are far worse at switching digital authoring tools than we "immigrants" who were forced to internalize the language and metaphor of the tools we used. This is a common thread that I've heard from numerous employers -- that recent grad have a real hard time switching between tools (sometimes even between different versions of the same software). I admit that any and all of these issues could be addressed through "creative technology teaching." I've worked on trying a number of them. All have been unsatisfactory. Frankly, I don't have time for that anymore. I'm pulling the crutches out from under them and taking them out of the comfort zone that technology has built for them. I'm stripping things down and forcing communication (and reading). Computers will be used in the lab without a doubt. But lecture/discussion exercises will take place in "thought space" rather than letting students retreat into digital space. As students progress, I have no problems with allowing laptops back into the class room and using them as tools (like I said, I plan to use my laptop to take notes in my graduate classes). But there is a maturity issue here. And there is also a personal responsibility issue. To pull it all back to the initial question, there is far more to a technology job than using technology. I have no doubt these students can "use" technology (though not as well as they think they can). The majority of my students don't have the fundamental skill basis to use technology well. While it may be true that there are different learning modalities, the fact is part of my responsibility is to prepare these kids to work for people who are often even less comfortable or understanding of this behavior than I am. - Matt _______________________________________________ The air-l@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/
<<My experience is that entering freshmen don't have the maturity or the skills to effectively use the technology to support learning. And I don't believe that those skills can initially be developed on new technology.>> Suppose a classroom-centered coourse is now built around the following intellectual technologies: --the lecture --the book of readings --class discussion of the "material": the lecture and the readings --papers: written and submitted by students --"quizzes" --"the final examination" Putting some or all of these activities online require minimal computer skills on the part of the instructor and the students. "Class discussion," for example, can be successfully carried on by email, a skill most students have. We have our "discussions" here in this way, and the technical skills required are minimal. Many thousands of secondary school students are now studying at home using the computer in these ways. And many thousands of students around the world are successfully studying via distance learning. Steve Eskow
participants (3)
-
Dr. Steve Eskow -
Heidelberg, Chris -
Matthew Bernius