Results of technology surveys at the University of Virginia and Stanford sparked off some lively discussion among some of the Trinity faculty, a librarian and the instructional tech (yours truly) today. One faculty expressed fear of a future where every student has a laptop, I suspect because of the inability to blank their screens if desired, as is possible with desktops and some software today, even as he acknowledged that laptops in the classroom are changing the way faculty interact with their students.
On the flip side, another faculty member recognized that multi-tasking at a computer is inevitable today. In fact, it’s not unusual for non-Net Gens to be playing Free Cell, or shopping, or checking their email while at meetings and presentations. So why expect any less from the students when the difference is just that they are more likely to be on Facebook, MySpace,YouTube, or listening to their iPods. Her contention is that the future belongs to institutions, faculty, and developers who adapt to this changing environment. As for the laptops, “you gotta know when to hold ‘em and when to fold ‘em,” is her contention.
What was interesting about this is that the instructional tech (yours truly) and the librarian had near identical thoughts. Here’s what he said:
We really MUST insert ourselves here. I think it’s not just education that can become diffused or distracted by technology, but most aspects of life. We have to be the ones who find means to blend technology and education in such a way that education is still the focus. Computer and online technology is ubiquitous for students today, and if we remove technology in order to focus on education, we stop meeting students where they are. Too, we have to be the ones to critique technologies (and their uses) and we must encourage students to critique them as well, and they’ll need to be present to do that.
My sentiments exactly. We definitely are dealing with a new generation of learners here, but I suspect some time-tested strategies hold just as true for them, as they did for us. For instance, when my daughter needs to buckle down and get some writing done, she turns off her IM, shuts the door to her room, the music is still on, but she’s focused on what she needs to do. I suspect a lot of them work in a similar mode, we just don’t see it as often as their multi-tasking mode.
So, can we force them to listen by blanking out their computers? Maybe. Can we force them to pay attention by blanking off their computers? Perhaps. Yes, you’ve got to know when to hold them, and to that, I would say, you’ve also got to know “how” to hold them. Engagement doesn’t need PowerPoint presentations, fancy technology, or cool toys.
On the flip side however, we are also, to some degree, teaching them to think critically about what technology or tool is appropriate to the learning context at hand, or even if one is needed at all. Consequently, I would say the issue is also how does one teach them to recognize when it is essential that they turn away from their laptop or desktop and their email, Free Cell, Facebook, etc. to focus on what’s going on, to learn, to reflect. Perhaps what we the non-Net Gens, could, should, teach them, is how to disconnect and focus when the situation calls for it.
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