The digital life is killing higher ed (2)

Yesterday I described the latest Pew/Elon survey on the future of the Internet. The first of three main questions for the participants asked whether the digital life will help or harm our personal well-being. Harm, says I.

The next question asks for a personal anecdote to illustrate some of the concerns being aired:

“Please share a brief personal anecdote about how digital technology has changed your daily life, your family’s life or your friends’ lives in regard to well-being – some brief observation about technology’s impact on life for you, your family or friends. Tell us how this observation or anecdote captures how hyper-connected life changes people’s well-being, compared to the way life was before digital connectivity existed.”

Another easy choice. Here’s what I wrote in my survey response: Continue reading

Are digital technologies bad for us? (1)

Of course they are. Just ask the phone addicts ditching the millions of colors on their hi-res screens in favor of boring old black and white.

This ploy to rescue some personal agency from the jaws of the phone monster is part of a much larger trend engulfing our tech-addled culture. Everyone’s worried. The worries are popping up everywhere — like the New York Times, which asks this week, Is the Answer to Phone Addiction a Worse Phone?

The NYT piece does a nice job of exposing the absurd lengths we’re going to in our digital lives. What’s unusual is that it takes the underlying problem for granted — “twitchy phone checking” — and goes right to a coping mechanism. These days we’ve agreed on a long list of digital evils, from homicidal texting behind the wheel to the end of online privacy. We’ve also agreed on a short list of culprits, with Facebook, Amazon and Google at the top of the list.  Continue reading

An uncertain future for higher ed (Pew/Elon 2016)

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Last month I wrote about the Pew/Elon experts survey on the future of the Internet. I included comments on the ubiquitous use of algorithms and the costs that entails. That was one of five questions on the 2016 survey. I answered two others: one on the future of education (#2) and the other on the effects of ever-increasing connectedness (#5).

My views on the future of higher education – especially in the liberal arts – have grown more pessimistic over the last year and a half. They’ve been shaped by the research and interviews I’ve done while working on a book proposal aimed at the uses and misuses of technology in the classroom. The working title, Turned off Tech, reflects the long-ago inciting incident: confiscating student phones and all other digital devices, the better to make the classroom a place to learn again.

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Students adjust nicely to the idea that paying attention is a good way to find out how digital technologies work – as opposed to staring into a screen and expecting some miracle of osmosis. These days they’re much more concerned about what happens after they leave class and graduate. Many tell me that their 4-year degree was a painful necessity that will bring nothing by itself. Continue reading

Moronic multitaskers vs digital natives: the smartphone crisis

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First impressions are important

“The single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.” –Marc Prensky, 2001 (creator of the “digital natives” concept)

“Multitaskers are terrible at every aspect of multitasking.” –Clifford Nass, 2009

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Almost four years ago, I launched a radical new approach to teaching my courses. I began confiscating student phones for the duration of every class.

blank-face-2Let’s pretend her name was Kathy. I kept issuing the usual pleas to her – and everyone – to stay off their phones, as it’s hard to participate in a seminar discussion when you’re typing Facebook likes. Kathy was worse than most, so I moved her to a seat directly in front of the lab podium. But even when I was hovering, she kept typing furiously, like I was invisible. She was the last straw. Neither my ego nor my pedagogy could take it any more.

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Where phones go to facilitate the learning process (COMN 4520)

Around the time I started my full frontal phone attack, I posted the first of three items on dumb things you can do with smartphones, in September 2011. I took it for granted that thousands of other instructors faced the same problem every time they walked into a classroom. But I figured I had a particularly good reason for my phone strategy. I was teaching liberal arts undergrads how the Internet works. Continue reading