The Absents of Digital Devices within Entry-Level Classrooms
A few days ago I walked into the faculty break room where a discussion was taking place between three of my colleagues about digital device usage within the classroom. I thought this to be ironic since I had recently read about the same concern in a blog on my Feedly.com page. This is something that is affecting instructors on a grand scale, it is almost impossible to not hear of some sort of digital device being utilized in some fashion within a school's curricula. Once a “tool” that began as an aid within the office or home setting is now commonplace in any venue. Personal use of such devices: cell phones, tablets, laptops, etc. can be helpful, time saving and educational, but can we find these same benefits in every classroom without relinquishing control and guidance? It depends.
The push to use such devices applauds the ability to learn the building of communication skills and by the utilization of collaborative tools that give students the chance to collectively learn. Annie Murphy Paul states, the “integration of electronic devices should be built into curriculum that instructs the students on how to engage safely and effectively with the Internet.” Then again, Carl Straumsheim remarks that a study published in May of 2016 from the U.S. Military Academy at West Point that suggests the effectiveness of not allowing students' computers and tablets in introductory classes. The results indicating that student in the “beginnings of their college careers are most susceptible to their grades suffering from device-induced distractions.”
Which brings me to my point. Not so strange is the fact that based on the arguments I can see pluses and minuses on both sides. The fact still remains, is the outlawing of digital devices appropriate for my class? The answer has to be an emphatic yes. My learners are walking into a respiratory therapy class for the first time where it is fair to say that most of the learners, if not all, have little to no experience in this area. Learning about the human respiratory system requires true commitment to understanding how individuals breathe normally and subsequently how disease conditions progress thus allowing a clinical practitioner a way of knowing what the best course of treatment would be. One could argue that since the learners are being exposed to this material for the first wouldn’t it be nice to allow them to look up concepts, words, therapies, etc. during class? The problem with that still allows for the student to potentially be left behind as the lecture moves on, hence the better solution would be for one to make “old school” notes and build a list on which they can be researched later on. Is my method sound? Probably not, but it does allow me to have the learners all on the same page, each getting the same chance to learn together as a class. Although this may put me in the light of being paternal, I have seen this work; students develop a way of coming out of their shells improving their participation and level of engagement which leads to them becoming more involved in the learning process by sharing…. together.
Taken from Larry Cuban on School Reform and Classroom
Practice@
Thank you for your thoughts and post. I wondered if you have the students interact or complete assignments outside of class that could benefit from technology or social media interaction? Just curious if it is completely eliminated from your course or only within the classroom itself.
ReplyDeleteI do encourage the class to be “connected” outside of the classroom setting, I go over research techniques, professional organizations interaction, how to connect with other classmates (email, twitter, texting, Google Hangout, etc.). I just reserve lecture time to be digital free, if there is “free-time” the students can then “turn on.”
DeleteIt's a dilemma we all face as educators. There is, unfortunately, no easy answer.
DeleteYour so right, I have learned so much as an educator within the last 5 years and it can be difficult trying to weigh the overall goal for the class with the immediate reactions of students the just heard that they can't use their laptop. This topic comes up with every cohort and I'm hopeful that I can somehow find a harmonious balance to this problem.
DeleteThe drivers education teachers in my school have a very strict no cell phone policy in their classroom (our administration leaves it up to each teacher to decide whether or not to allow device usage). The drivers ed teachers say that if the students cannot (at least should not) use their phones while driving to stay safe, they need to practice the same restraint in the classroom. I would think that you can somewhat use the same logic in your class, although it is becoming more difficult with electronic medical records. I would not expect or tolerate a nurse, doctor, or assistant coming in to my exam room with a device other than to read my medical history. They always show me the screen while they read along so that I can follow to be sure the history and current concerns are correct.
ReplyDeleteI'm sorry I could help but chuckle when I saw the words "drivers education," but it's true. How could anyone not be annoyed when noticing that the person driving next to you is using their cell in one form or another, potentially putting you and/or your family in danger. I especially love your example of watching your doctor or nurse on a device as they exam you. The topic I teach is hard enough without adding tools that can easily take you away from the focus.
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