jim gee [email protected] your classroom technology policy
TRANSCRIPT
Mobile Devices
http://popculturepirate.tumblr.com/
http://www.slideshare.net/KyleBowen/eli2014-distribution/
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Today’s Workshop
• Graffiti• Introductions and learning outcomes• Discussion – share your stories• Recent data on student and faculty attitudes• Group consensus activity• Students, tech policies, and verbal aggression• Other strategies• Final thoughts
After today’s workshop, we hope to…
• be able to articulate student attitudes concerning the use of technology in class for both educational and social purposes.
• understand the possible relationships between our classroom technology policies (or lack thereof) and how students perceive us.
• apply new options for crafting a classroom technology policy in collaboration with our students.
Getting to Know Us
• Who are you?
• Department/area(s) of teaching?
• In one word, describe how you feel about mobile technology in the classroom
Students and Mobile Devices
• Most students expect to use laptops (or tablets) in class for educational purposes.
• Far fewer students expect to use smartphones in class for educational purposes.– But this is growing!
• Most students do not expect to use mobile devices in class for social (non-learning) purposes.
Students’ Expectations
Sources: Finn, A.N. and Ledbetter, A.M., 2014ECAR Study of Undergraduate Students and Information Technology, 2014
Students and Mobile Devices
Source: Infographic for ECAR Study of Undergraduate Students and Information Technology, 2014
Students and Mobile Devices
Source: Infographic for ECAR Study of Undergraduate Students and Information Technology, 2014
Students and Mobile Devices
Source: Infographic for ECAR Study of Undergraduate Students and Information Technology, 2014
Students and Mobile Devices
Source: ECAR Study of Undergraduate Students and Information Technology, 2014
How students say they would use mobile devices in class…
Students and Mobile Devices
Source: ECAR Study of Undergraduate Students and Information Technology, 2014
How students perceive the use and importance of devices for academics…
Faculty and Mobile Devices
Faculty and Mobile Devices
Source: ECAR Study of Faculty and Information Technology, 2014
How faculty report in-class BYOD experiences…
Faculty and Mobile Devices
Source: ECAR Study of Faculty and Information Technology, 2014
What faculty say about in-class mobile devices…
Collaborate with students to develop a policy:
• Modeled after the Small Group Instructional Diagnosis (SGID) process (Coffman, 1991)
• Allows the instructor to frame the discussion…• … but also gives students agency in their learning• Lays the foundation for “enforcing” the policy with a
minimum of perceived verbal aggression.
• (We’ll talk more about verbal aggression later)
Your Classroom Technology Policy
A modified SGID process:
1. The instructor poses a series of probing questions2. Students reflect individually on these questions3. Students are then formed into groups to share and
refine answers4. Groups are debriefed as a class, revealing
consensus5. (Instructor uses results to craft the policy)
Your Classroom Technology Policy
• What types of mobile technology might help you to learn in this class?
• How could this technology help you to learn in this class?
• What kind of behaviors could distract you from learning in this class?
• How should we address our peers when their use of mobile technology becomes distracting?
Put Yourself in the Students’ Role
What types of mobile technology might help you to learn in this class?
How could this technology help you to learn in this class?
What kind of behaviors could distract you from learning in this class?
How should we address our peers when their use of mobile technology becomes distracting?
Example
Classroom Technology Policy (from syllabus)The first week of class, we will, as a group, discuss how we will use technology in our classroom. I believe it is important for you, as participants in the learning process, to have a say in what our classroom technology policy will encourage and discourage. Generally, as our class will demand critical thinking and concentration, we will encourage behaviors that show courtesy to our fellow learners, avoid distractions, and allow us to concentrate on the important work at hand. We will formulate our technology policy the first week of class, and it will be posted on our ReggieNet course site for future reference.
COM 167 Technology Policy – Fall 2014
Educational and Social (Recreational) Usage
1. During class time, during lecture, discussion, or work-time, browsing on all computers should be limited to necessary research only.
2. You may get on social sites (Facebook, etc.) when your have completed your assignment and are waiting for others to finish; however, you should not browse sites that feature sound or video that might distract others in the class.
3. You may listen to music on headphones during this downtime if it is not too loud (i.e., if anyone else can hear it).
COM 167 Technology Policy – Fall 2014
Desktop/Laptop/Tablet and Smartphone Usage
1. You may opt to use a your own laptop to write assignments and take notes if you so choose, but you may need to use the desktop for some assignments that require specialized software (for example, EZ News).
2. No smartphones are allowed to be used during class discussion; smartphones should be put away or placed face-down on the desk during lecture, discussion, or work-time.
3. Texting is okay during “downtime” (see #2 in the Educational/Social section, above) only, so long as it is not distracting to others around you.
COM 167 Technology Policy – Fall 2014
We further agree that any member of the class has the right to ask someone near them to cease using a mobile device if it is distracting. The instructor may also ask you to put away your device if he believes it is causing a distraction for others (emphasis added).
COM 167 Technology Policy – Fall 2014
Questions?
Student Perceptions
Technology Policies – Finn & Ledbetter
A series of studies that examine students perceptions of teacher competency and verbal aggression in relation to classroom technology policies.
Source: Finn, A.N. and Ledbetter, A.M., 2014
• Most students expect to use laptops (or tablets) in class for educational purposes.
• Far fewer students expect to use smartphones in class for educational purposes.– But this is growing!
• Most students do not expect to use mobile devices in class for social (non-learning) purposes.
Students’ Expectations
Sources: Finn, A.N. and Ledbetter, A.M., 2014ECAR Study of Undergraduate Students and Information Technology, 2014
Technology Policies – Finn & Ledbetter
Identified three types of classroom technology policies:
• Encouraging policies
• Discouraging policies
• Laissez-faire policies
Source: Finn, A.N. and Ledbetter, A.M., 2014
Technology Policies – Finn & Ledbetter
In previous research, they found…
• “encouraging policies to be directly and positively associated with teacher credibility.”
• discouraging policies indirectly impacted teacher credibility, but depended more on “the teacher’s use of power.”
Source: Finn, A.N. and Ledbetter, A.M., 2014
Technology Policies – Finn & Ledbetter
The 2014 study found:
• Educational Use: When teachers discouraged the use of mobile devices in the classroom for educational use, students found the teacher to be more verbally aggressive.
• Social Use: When teachers discouraged the use of mobile devices in the classroom for social (non-academic) use, they found the teacher to be less verbally aggressive.
Source: Finn, A.N. and Ledbetter, A.M., 2014
Technology Policies – Finn & Ledbetter
The 2014 study found:
• But there’s a catch… when teachers required the use of mobile devices in the classroom for educational use, students also found the teacher to be more verbally aggressive.
• Conclusion: Students expect not to use mobile devices for social purposes in class, but they want a choice when it comes to educational purposes.
Source: Finn, A.N. and Ledbetter, A.M., 2014
Technology Policies – Finn & Ledbetter
In terms of technology type:
• “…when teachers discouraged or banned wireless communication devices for non-academic [social] use, students perceived them to be less verbally aggressive and more credible, and students [say that they] learned more.”
• But when teachers regulate laptop/tablet use, students perceive them to be more verbally aggressive, less credible, and they say they learn less.
Source: Finn, A.N. and Ledbetter, A.M., 2014
In Summary:
• “… instructors should carefully regulate laptop/tablet use, as such regulation may threaten student identity and exert a deleterious effect on student perceived learning.”
• “Instructors need to communicate and enforce their policies in such ways that students understand such policies have students best interests in mind….”
Technology Policies – Finn & Ledbetter
Source: Finn, A.N. and Ledbetter, A.M., 2014
