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.
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 →
“The single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.”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
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.
Let’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.
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 →