Posts Tagged perceptions
When you see a student with a personal mobile device in the classroom, what do you think is happening with that device?
In the above illustration, what is the student doing? Here are some possibilities…
- conducting research
- creating a project
- texting a parent, friend, or teacher
- watching a video
- playing a game
- reading a news article
As educators, we could argue the instructional merits of what is happening with the smartphone that the student is holding. Many of our initial thoughts and concerns are framed by our own perceptions and experiences of how we personally use technology.
I read a heavily circulated article this week that detailed some research from the UK on the banning of students personal technology tools. This research revealed that students perform better on standardized tests when their schools ban the use of personal mobile devices. Apparently, this improved performance was due to the lack of distractions. Obviously, I can’t argue with the research, but I do have several questions and thoughts related to the focus of this study and the topic of banning students’ technology tools.
Q1: Why is there so much importance placed on student performance on standardized tests when we have to learn to thrive in a nonstandardized world?
I understand the importance of accountability, and in education, we keep trying to find just the right assessment that will tell us whether or not teachers are effective and students are mastering the appropriate content and skills. However, in our globally connected work force, many of us are faced with choices on the job that challenge us to be creative, communicate well, and think critically. A standardized test should not be the only form of measurement to assess student learning and skills in the conceptual age when they need to generate new ideas for solving problems.
Most students carry mobile learning tools in their pockets. These are the tools they will carry with them in the real world, and these resources should be maximized for success in that complex world.
Q2: How will students learn how to manage distractions and develop the self-discipline to utilize personal technology responsibly when it is banned from school use?
Of course, students¹ personal technology tools can lead to distractions; likewise, students can be distracted by anything that removes them from the tedium of traditional teacher-directed instruction – even their own thoughts. In order for students to learn how to use their devices responsibly, they need to be nurtured and guided with some strategies for learning with these tools; for focusing during a conversation; and for completing tasks at hand. We have all seen adults who have difficulty using their devices responsibly, but most of us are self-taught in their use. By bringing their technology tools to school and with the support of their teachers, students have a greater potential for developing new responsible habits.
Q3: How do schools think they can successfully ban student devices?
With the influx of mobile technology tools, including those that are meant to be worn, there is really no logistical way to successfully ban student devices from school. Students will have the devices in their pockets, bookbags, and even on their wrists. A more sustainable approach is to focus on the responsible use of technology, and the first step in this process is to develop a learning community that acknowledges and respects student access to their devices. It is also important for educators to be prepared with digital resources and curriculum so that students have something to do with their devices when they bring them to school. Learning how to ask the right questions that inspire student inquiry is essential for mobile learning.
Now, note the thought bubble in the illustration…
What do you suppose that the student is thinking?