This topic was, by far, the most painful to get through. Previous topics dealt with how to effectively integrate technology in the classroom. One thought I had when reading through this module was, should we integrate technology? Students seem to be getting enough usage out of technology outside of the classroom. Many proponents of integration and convergence state that by using tools that are familiar to the students, they will learn better. This is a strong argument, but is it realistic? I don't think so. This topic is where my age will become apparent.
The first school that I taught at had a policy against cell phone use in class, but we were not allowed to take them away if the students were caught using them. The administration would cite potential legal issues. So, the extent of our policing it was to tell the students to put away their phones every five minutes. The next school I taught at had a policy, explicitly written in the handbook, stating that students were not allowed to have their cellphones on from the beginning of school until the end. The administration was completely supportive of us policing it. What would be the purpose of removing cell phones?
Although I am unable to find a study, I am almost certain that the use of technology by students is not educational. I have seen first hand what computers and cell phones in class are used for. This is an unfortunate trend that continues into University and beyond. My experiences have shaped my current thoughts on the subject and I share many thoughts with the professor at the University of Ottawa.
The last year at my former school saw the adoption of tablets as an educational tool. The push to get the tablets originated with the technology teacher and guaranteed that all subjects would be able to use them. All teachers were able to rent a tablet for a weekend and to discover innovative apps or uses for the tablets. Upon exploring the Chemistry apps I discovered that there was no variety among the 20 or so apps. They were all periodic table of elements apps. Nothing about the more difficult subjects that students would require extra help or alternative approaches. The tablets were useless for the purposes of my class.
Despite my concerns with tablets and cell phones in the class there are still many other technologies that would be effective and non-distracting to use in a science class. Computer interfaces for data collection are far more important for students to understand how to use. The students will become intimately acquainted with these types of technologies the further they move in science. Vernier is a company that focuses on providing science classrooms with data collection devices and interfaces similar to what they would use in university and industry. Companies such as Vernier already have a well established convergence of technologies. There is a greater educational value to these interfaces than a cell phone or tablet.
I would rather see a school spend 4ooo$ on a low end gas chromatograph than buy 10 tablets. There is too many distractions in using popular mobile technology. Multiple studies have shown that multitasking is not possible (site 1, site 2, site 3... get the point?). The last site in that list is particularly important as Clay describes multitasking as detrimental to learning. There is a reason texting and driving are illegal, multitasking does considerable harm when one of the task requires critical concentration. The last question I ask is, does learning not require critical concentration?
References
Clay, R. (2009). Mini-multitaskers. Monitor on Psychology, Vol. 40(2), pp. 38-40. Accessed online from http://www.apa.org/monitor/2009/02/multitaskers.aspx on July 21st, 2013.
Significant Comments
http://meagansjournal.weebly.com/1/post/2013/07/topic-10-convergence-mobility.html?
http://michaelshieldseducation.weebly.com/1/post/2013/07/topic-10-convergence-and-mobility.html?
The first school that I taught at had a policy against cell phone use in class, but we were not allowed to take them away if the students were caught using them. The administration would cite potential legal issues. So, the extent of our policing it was to tell the students to put away their phones every five minutes. The next school I taught at had a policy, explicitly written in the handbook, stating that students were not allowed to have their cellphones on from the beginning of school until the end. The administration was completely supportive of us policing it. What would be the purpose of removing cell phones?
Although I am unable to find a study, I am almost certain that the use of technology by students is not educational. I have seen first hand what computers and cell phones in class are used for. This is an unfortunate trend that continues into University and beyond. My experiences have shaped my current thoughts on the subject and I share many thoughts with the professor at the University of Ottawa.
The last year at my former school saw the adoption of tablets as an educational tool. The push to get the tablets originated with the technology teacher and guaranteed that all subjects would be able to use them. All teachers were able to rent a tablet for a weekend and to discover innovative apps or uses for the tablets. Upon exploring the Chemistry apps I discovered that there was no variety among the 20 or so apps. They were all periodic table of elements apps. Nothing about the more difficult subjects that students would require extra help or alternative approaches. The tablets were useless for the purposes of my class.
Despite my concerns with tablets and cell phones in the class there are still many other technologies that would be effective and non-distracting to use in a science class. Computer interfaces for data collection are far more important for students to understand how to use. The students will become intimately acquainted with these types of technologies the further they move in science. Vernier is a company that focuses on providing science classrooms with data collection devices and interfaces similar to what they would use in university and industry. Companies such as Vernier already have a well established convergence of technologies. There is a greater educational value to these interfaces than a cell phone or tablet.
I would rather see a school spend 4ooo$ on a low end gas chromatograph than buy 10 tablets. There is too many distractions in using popular mobile technology. Multiple studies have shown that multitasking is not possible (site 1, site 2, site 3... get the point?). The last site in that list is particularly important as Clay describes multitasking as detrimental to learning. There is a reason texting and driving are illegal, multitasking does considerable harm when one of the task requires critical concentration. The last question I ask is, does learning not require critical concentration?
References
Clay, R. (2009). Mini-multitaskers. Monitor on Psychology, Vol. 40(2), pp. 38-40. Accessed online from http://www.apa.org/monitor/2009/02/multitaskers.aspx on July 21st, 2013.
Significant Comments
http://meagansjournal.weebly.com/1/post/2013/07/topic-10-convergence-mobility.html?
http://michaelshieldseducation.weebly.com/1/post/2013/07/topic-10-convergence-and-mobility.html?
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