For ongoing commentary on this, follow Professor David Perry at @lollardfish on Twitter, who has written about classroom laptop bans here. Or you can check out this thread on the topic from a student with a disability, Ava Jae. Regardless of which articles you see in your social media feed, I have come to realize that there are three factors to consider related to classroom laptop bans, factors that intersect in important ways that have yet to be considered in social media (as far as I can see). These factors are disability, race and ethnicity.
Graduate students are not generally known for their wealth, and if you add to that the high correlation between having a disability, being unemployed and living in poverty, you have a conundrum. And this is where race and ethnicity come in. We know that people with disabilities are often multiply marginalized based on their social identities, including race and ethnicity. And then there is the well-documented fact that people of color are less likely to have access to employer-sponsored insurance (the most common form of insurance in the United States), and are overall more likely to be uninsured as compared to White people. All of this suggests that students of color who have disabilities may be at a disadvantage when it comes to accessing accommodation letters.
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You raised a nice point, thank you. I've been thinking about this very thoroughly for the past year, here's what I think about it. It's a worldwide issue and it probably has to do with a lot of factors such as extraordinarily fast rise of knowledge and technology, but I wanna view it from a student's point of view.
Banning laptops will be a good option in case one, while in the second case, a more optimal option would be to investigate why one or more student(s) may choose to run away from the lecture content by turning to their laptop or smartphone; students are different and they may have various reasons, logical or illogical, right or wrong; but in order to solve the issue (or at least try to solve it), one will first need to know why student(s) are not (or cannot) pay attention to the lecture.
My personal mind-hack results show that my #1 reason for failing to pay attention in a class is the certainty that "by missing the content of this class right now, I'm not missing anything because in the end I'm going to learn it all on my own, anyway" OR "This class isn't challenging enough (meaning it doesn't make me think/care enough)".
I believe punishments/praise will not fix the issue, it'll just make the problem less publicly visible. Making the content more interesting will only work if the lecturer's definition of interesting matches the students'. I previous semesters we sometimes noticed our lecturers tried to make the lectures more interesting by making them easier; it made things worse beyond recovery.
But even as I read and nodded and smiled, I could not help but wonder how Dr. Katie Rose Guest Pryal (the neurodivergent author and speaker featured in Jessica Sands's recent KNGHTLYnews post, The Accessible FWS Classroom) would respond.
As it turns out, Guest Pryal published a relevant piece on HuffPost in 2017. She and Jordynn Jack, PhD penned When You Talk About Banning Laptops, You Throw Disabled Students Under the Bus in response to University of Michigan Professor Susan Dynarski's New York Times article titled "Laptops Are Great. But Not During a Lecture or a Meeting." Please give them a read!
I nodded and smiled at Guest Pyyal's words too. I also shook my head and furrowed my brow as I worried about missteps and exclusion. This is a complicated conversation -- so many ways to get it right and wrong.
My own feelings about technology in the classroom change a little bit each semester, to be honest, my policies shifting even within a semester as I observe the ways students interact with each other and course material, as well as in explicit negotiation with students individually and collectively.
While I may not be as sure about telling students when and why to close their laptops as Elliot is, though, I cannot nod or smile emphatically enough as I read his post's final sentence. Like Elliot, I take risks with my classroom management decisions and in my pedagogical choices, knowing that as I move from semester to semester, even class session to class session, I am composing another draft in my decades-long teaching monograph.
The WCNR Foothills Dynamic Classroom (MSNR Building Room 243) provides flexibility in the use of computer technology in instruction. Laptop computers are provided for use in this classroom with network resources accessed via wireless network connections. The laptops are pre-configured to connect to the wireless network. The same software applications provided on the WCNR wired computer classrooms are installed on the WCNR provided laptops.
The ability for students to use their own laptops and WCNR licensed software, whether it be a Microsoft Windows or Apple macOS-based, is possible by wirelessly connecting to the WCNR Remote Computer Lab system via Remote Desktop. The Remote Computer Lab has the same software installed as the wired computer classrooms. Directions on how to connect to this system can be found on the Remote Computer Lab page
WCNR Technology Services will provide and deliever three charging carts containing the laptops to the classroom. Each cart holds 20 laptops for a total of 60 laptop computers. These laptops are automatically charged via the laptop cart. However, there are extra laptop chargers and power strips provided, in the event that battery power gets low. USB mice are also provided.
Mobile LED monitors are available for use in the dynamic classroom (NR 243) to facilitate active group learning. These mobile systems must be scheduled with WCNR IT. Once scheduled, the Mobile Displays will be delivered to the class during the selected times.
To ensure that all computers are accounted for, instructors are responsible for ensuring all WCNR laptop computers are returned to the carts. Laptops and carts are color coded. Please ask students to return laptops to the correct cart and numbered slot that matches the label on the laptop. When placing the laptops in the cart, they should be plugged into the power cord in the cart slot.
Almost all laptops made within the 4-5 years feature a HDMI, Minidisplay, or USB-C port for connecting the computer to a screen or projector. Most cell phones and tablets can be connected the same way with the use of an adapter. This guide will show the steps needed to connect these devices.
If your laptop uses a Mini DisplayPort connection, use the White HDMI to Mini DisplayPort adapter which is tied to the HDMI cable. If using USB-C, you will need to check out an adapter from RM 205. The adapter plugs into the USB-C port and then the HDMI cable connects to the adapter. If using a HDMI Port, the white adapter in the room should not be connected to anything.
Note: You must select Crestron as your laptop audio output to make sound come from the room speakers. Learn how to connect Crestron to your PC. How to connect Crestron to a Mac computer.
You can change what goes on the screens or monitors using the four buttons in the top center. They represent a screen or display and can be tapped to show the different sources available to you. Use it if you want to route your laptop to individual displays like the Side Screen.
Tip: If you want to use the chalkboard in the classroom and only one screen is active, tap the Move button in the top center. This will turn the Center Screen off and display your laptop screen on the Side Screen. Simply tap it again to bring your content back to the main screen. If you have two screens active, it changes to a Swap button to exchange what is on the screens.
Note: you must select Crestron as your laptop audio output to make sound come from the room speakers. Learn how to connect Crestron to your PC. How to connect Crestron to a Mac computer.
However, we all know that digital devices can also be an impediment to education, insofar as they enable students who are prone to distraction to indulge in the illusion that they can multitask at no cost to their learning. In a 2015 survey of college students in 26 different states, undergraduates reported using their digital devices for non-classroom purposes an average of 11.7 times per day in class, accounting for an average of 21% of class time (McCoy, 2016). In a survey conducted by Tindell and Bohlander (2011), 92% of college students reported using their phones to send text messages during class.
Much of the above data comes from simulated class situations, correlational studies, or studies of a single class session. What happens when students are not allowed to use computers in class for an entire semester? Two studies comparing actual college classrooms in which students were or were not allowed to use computers over the course of the semester found that students who bring a laptop to class earned lower grades than those who do not (Patterson and Patterson, 2017; Carter et al, 2017).
Humor. You probably already knew that students typically pay attention to jokes. But there's a lot more behind that surface observation: laughter in the classroom can make students more comfortable, lower their affective filter, encourage intellectual risk-taking, decrease anxiety, and establish a more productive student-teacher relationship.
Our recent experiences with remote learning have reinforced the idea that digital devices can be incorporated into the learning environment to great effect, often in ways that we might wish to continue to deploy in an in-person classroom. Technology can be helpful for collecting instantaneous feedback on student learning, promoting collaboration, and helping students engage more closely with readings and other materials related to the course. For example, students can use a mobile device to respond to questions (multiple choice, open ended, and other formats) through applications such as Poll Everywhere and Learning Catalytics. This encourages class participation and provides instructors with instantaneous feedback about student learning. Collaborative tools such as Google Docs or Google Jamboard allow students to jointly contribute ideas to a shared project or give each other peer feedback, and annotation tools such as AnnotationsX or Perusal enable students to annotate a document. Additionally, students might use their device to look up information on the internet, or engage with a simulation or other educational app. 152ee80cbc
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