The ideas regarding communication and digital devices in the classroom are not ludicrous. They are a perfect analyzation of this generation and the ones to come. Phones should be in the choice of the student, even if they are distracted or something else. It is without a doubt problem amongst children. With adults though, it comes down to their own choice of wasting their time on their phones. They should not be forced into choosing a side, but instead, be definitely decided within themselves. Alongside with not being able to multi-task on the road. People are not about to multi-task at all, they can either do both things horribly or do one thing well. For me personally, I have of course used my phone in class. The things in class tend to bore me and I usually get the important stuff out of the teacher and then doze off into my sketchbook or phone. I do realize, that is the reason why I keep to myself and tend to not interact with others unless it is important. People tend to not understand when you’re unable to interact with each other and they tend to blame it on other reasons, but just like every skill. It needs to be learned and trained to be better, instead of just jumping into a situation. Overall, It seems like people are not understanding real-life relationships. Not only that, but it seems that we have decided what the normal thing to do is and not the right thing. Just like how everyone is accepting how we can not interact with each other and it will be okay. Developing online classes, social apps, or even some weirder type of communication form with each other. It seems like humans try to keep away from each other to keep to themselves.
Tag: Turkle
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Technology and Teaching: Discontinued
In Sherry Turkle’s 2015 book “Reclaiming Conversation.” She wrote a very interesting chapter on education. In this chapter, Turkle addresses the difficulty of handling technology use in class. Turkle shared a lot of personal experience that she has had with education and technology.
Based on my own experience, I agreed with a lot of the statements from the students. It’s easy to find myself multitasking the most during classes where I am unengaged. One part of this chapter I really concurred with was when one student taked about how multi-tasking transitioned into not having as much time to read which lead to skimming a reading for class and not fully understanding it(220). Our generation is a hard-working one, and one that wants to seize every opportunity to get work done.
Turkle shared multiple ideas that I agreed with. The main point was on the trouble that multitasking can cause. Sherry Turkle states in her book that “These days, Attention is in short supply—in college classrooms. Its scarcity poses special problems because, after all, so much money, time, and effort has been spent to bring together these students, this professor, these educational resources. And yet here, like everywhere, if we have a device in our hands, we want to multitask.”(213) Her students admitted to checking their phones, or feeling the need to, every two to three minutes.
My phone actually has a setting that logs how much you use it, how many times you pick it up, and what apps you spend the most time on. Both statistics are frightening. For me, it usually ranges about four hours each day.
It’s clear that with that much screen time, negative impacts on the student’s education is inevitable. Spending that much phone time leads to less time being fully focused on one subject. This leads to a not quite fully understanding the material that is being taught in the classroom.
Turkle tested out a device free class period and reported wonderful results. When the answer to the problem seems simple, it poses more questions about multi-tasking and why technology is so distracting to students.
Turkle’s short term solution for her class was a great idea, but we can’t just remove technology. The world we live in is changing fast and we have to adapt. We need to learn how to communicate and use technology as a tool without being held back by it.
Sherry Turkle is nothing short of impressive in my opinion. Her biography expresses her high esteem accomplishments. The first accomplishment I noticed right away was her earning a doctorate in psychology from Harvard University.
I am intrigued and pulled in to read from her books, interviews, and Magazine profiles on the digital topic. The chapter on “Reclaiming Conversation” was informational and impactful. It is clear she has done a massive amount of research on these topics and it is helpful when reading this book.
First, I enjoyed the comparison she included through generations loosing focus. She said students of her generation cured boredom by passing notes, doodling, or zoned out. Today’s generation cures boredom by texting getting on Facebook, or online (214).
In my own personal experience, often times I have had older generations attack my generation that because of technology we are _____. It was nice to have an older generation see the problems from both sides. Her description of students being distracted by the distractors was also accurate, it just happened to me today in class.
This is something that is fascinating to me; she captures the essence of how technology is affecting students because she gained input and knowledge from students. I think this was a huge help for her research because I keep finding myself being engaged in the reading and being able to relate to it as well.
It is interesting to see and learn about all of the ways our educational system has tried to accommodate to our preferred learning types. I did not realize there were so many ways professors and educators taught to keep the younger generations engaged.
One piece that I did not realize was the MOOC or Massive Online Open Curriculum. I’ve taken an online course but to see the different perspectives and to add it on a timeline of educational history is a whole other story.
There were theories in this chapter that I did not agree with but I appreciated her unbiased research and implementation in this chapter (227).
Sherry Turkle did a Q & A interview on her book “Reclaiming Conversation” with LIFE Magazine and her feed back to a few questions were awakening. Sherry stated that before she created the book she gathered junior college students together and asked them how texting and technology is causing problems.
One student responded that texting is fine but when friends come together and no one is talking with one another that is a larger problem. This response I related to so well!
I could go on and on about how this book is relatable or how the information has impacted me but the most important part to recognize is the main topic of this assignment: the author, Sherry Turkle. Her material is influential and I would really enjoy having a conversation with her about technology if I ran into her in Minnesota.
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Divided Attention in the Classroom
As I read through Sherry Turkle’s “Reclaiming Conversation”, I agreed with the themes throughout her chapter on education. She stated ideas that I enjoyed reading through.
I am someone who tends to be quiet, so I can see why some professors would resort to technology to bring everyone into the conversation, by allowing the students to answer unanimously (239). However, I believe that students should have the chance to learn to stand up for their beliefs in class. This is a lesson they will never receive if they are allowed to post anonymously. They aren’t given a chance to develop and defend their own beliefs in a safe community, where everyone is learning along with them (241).
A common theme that I see with my generation is the feeling of being uninformed. They are told to do things, without ever being told the reason why. It leaves them feeling resentful and frustrated towards those who are in position above them.
They would rather be informed, so that they can make their own choice on the issue, rather than being told what to do.
This can be applicable to the classroom. I don’t believe that putting a ban on technology within a classroom is a great response to students texting in class or writing transcripts instead of notes.
Rather than demanding students to put technology away, tell them why it would benefit them. Explain the value of paying attention in class, and the value of taking notes. Give students the power to decide what route they should take, by informing them.
This generation, just like every other generation wants to be treated with respect. They want others to know that they are capable of controlling themselves.
When they are informed and given the choice, the students are allowed to take the responsibility for their education into their own hands. Whatever they choose, they will understand that it is their choice. They feel that they are respected and have a say in their own life.
Sherry Turkle’s book, Reclaiming Conversation, has definitely been eye-opening to me. I would agree and disagree with some of the viewpoints she has.
One I would agree with is how multitasking in an educational setting can hinder ones learning ability. In the section, The Myth of Multitasking (213), she states that we are more likely to want to multitask if we have a device in our hands. She goes on to state that some students believe that texting and being on other social media apps during class does not interrupt their involvement and understanding of the class. I would disagree with those students that believe that being on their phone or other device doesn’t distract them.
One student, Oliver, admits that it does get much more difficult to concentrate when texting in class. I believe that when you try to multitask between being on your device, listening, and comprehending what a teacher or classmate is saying degrades the matter at hand.
Another point of hers that I’m on both sides of the fence about would be unitasking or deep attention vs hyper attention. I believe there are positives and negatives in both.
A benefit of deep attention would be the ability to work through more complex problems and situations more easily. A limitation of deep attention is where hyper attention is effective, by handling quick changes in your surroundings. The downfall of hyper attention is the ability to be patient for longer periods.
Maryanne Wolf’s perspective was another very interesting viewpoint to me. I found it fascinating that she described the brain as plastic and that because of its plasticity it can be shaped to what we value. For example, if we value hyper attention, we can encourage it in the classroom.
My experience in the classroom has been a positive experience. I think my classes require me to have both hyper and deep attention, between researching, writing papers, and reading a variety of books. My use of personal devices in the classroom is very limited because I know how distracting it can become to myself and my peers.
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Is Technology Changing the Way I Learn?
Sociologist Sherry Turkle’s book, “Reclaiming Conversation,” includes a chapter addressing technology in education.
Throughout this chapter, Turkle dives in with a handful of personal opinions about technology and education from students and educators with one major thing in common. She finds that technology is changing the way education works.
I think Turkle made some good points, and I agree with a lot of them. For example, she claims that because we have our phones in class, we aren’t giving our full, undivided attention to one thing. We are forced to multi-task, and with multi-tasking we tend to rush, lose track, and overlook the value of real life around us (213).
Throughout the chapter, Turkle emphasizes the importance of real communication and being the best student possible. I think she wants students to seek their full potential and manage their use of technology responsibly. I thought her chapter was informative and definitely made me consider my usage in the classroom.
I believe it would be beneficial for educators to lay down ground rules and limitations with technology in the classroom. With rules and limitations, students know what is expected of them. Technology is a large part of our world today, so instead of trying to eliminate it, we need to learn how to use it properly.
I think technology in the classroom has made me a better student, but I do have to admit, it is so easy for me to be tempted to use my laptop or phone inappropriately in the classroom. I am so drawn to my notifications, and I feel the need to look at them right away. I want to stay in the loop of the outside world, even though I know my classes aren’t very long and I can check my notifications after.
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Are Laptops Ruining Education?
In her book “Reclaiming Conversation,” Sherry Turkle discusses the impact of digital devices on an educational environment. She makes the argument that the increase of technology in the classroom is detrimental to students, professors, and learning, in general.
I found Turkle’s argument intriguing. I agree that personal devices, such as cell phones and laptops, can become major distractions for students during lectures.
Early on in my freshman year of college, I would bring my laptop to class to take notes. However, one day, during a somewhat boring introductory lecture, I found myself lost in my own thoughts. Before I knew it, instead of taking notes, I was using my laptop to browse Facebook. By the end of the class, I had completely zoned out and had missed out on some important information.
That day I realized bringing my laptop to class was too much of a distraction for me and decided to only take notes by hand from then on. Even though I made the decision to avoid laptops during lectures, this has not eliminated the distractions caused by digital devices altogether.
In Turkle’s work, she quotes a college senior who complains she is taken out of the lecture when she sees her classmates misusing their laptops during class (215). I find myself having this same issue quite often. When a lecture starts to drag, oftentimes watching the YouTube video playing on my classmate’s screen in front of me is more compelling than remaining attentive to the professor.
In addition, I have realized my cell phone is a major distraction for me during class. When I started college, I would turn my phone off and put it away before every class. Then, I started leaving it out on my desk but leaving it turned off. Next thing I knew, I was leaving it powered on and checking it multiple times throughout the lecture. Now I feel lost without my phone during class.
Each time I check my phone, though, I take myself out of the lecture and potentially miss out on important information. However, now that I have gotten into the habit, I find it difficult to refrain from using my phone during class.
This is why I actually find it somewhat relieving when a professor institutes a device-free classroom policy. This requires students to not use their laptops, eliminating that distraction, and forces me to put away my phone, eliminating the temptation to check it. It helps me stay focused and engaged in the coursework at hand.
Overall, I feel it is best for everyone if college classrooms restrict personal digital devices.
In the book Reclaiming Conversation, Sherry Turkle approaches the idea of technology in the classroom, and whether it hinders or helps us. I see both sides of the argument Turkle poses. On one hand, it’s very easy to be distracted when there is technology with connection to the world outside of the classroom right in front of your face, however on the other hand, I like having my computer in front of me because I can pull up the syllabus for the class, I can Google something that the professor said that I don’t quite understand, or I can pull up the PowerPoint if I can’t quite read the board.
One thing that has become difficult for me is focusing while reading, and according to this chapter, technology seems to be the culprit. When it comes to taking notes, I have found that I prefer writing my notes on paper, because I can use different colors for different things and I can organize it in unique ways easily. I can do those things on a computer as well, but it seems to take more effort. One thing I have noticed in lectures is that if I have my notes and the lecture PowerPoint pulled up on my computer, I tend to copy what’s on the presentation into my notes and I don’t actually listen to what the professor is saying.
I find that I get extremely bored when doing homework if I’m not listening to music, which could be considered a form of multitasking. I find myself checking my phone in class, even if it doesn’t buzz. However, if I put it away in my backpack I don’t get tempted as easily.
Turkle also mentioned that we are getting trained to retain information in bits and pieces instead of large chunks (222). I don’t know if that’s a good thing. I suppose it could mean that we are diversifying our sources, but it could also mean that we just don’t know much about anything.
I also think it is interesting that we can train our brains to pay attention. I think it mentioned in the chapter that someone did it and within two weeks they found a difference in their ability to focus, and I would be interested to hear how they did it.
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Classroom Tech No Go
I think Sherry Turkle’s assessment in her book Reclaiming Conversation is fair. I know that I am constantly tempted to be on my phone during class. I really agree with the student, Oliver, when he says that once he starts texting in class, his focus is gone. It’s hard to pull your attention back when you’re stuck in a rut going between social media or waiting for a text response from a friend (214).
Another point that I find really interesting is the idea of skimming and deep reading. I know that I am guilty when it comes to that; in fact, I admit that I’ve skimmed some of this chapter and had to reread a few parts of it. I think the idea that we need to re-learn how to “deep read” or “deep think” is true, and it’s an important skill that many people need to work on, myself included (221).
Turkle’s comments on transcribing notes are also valid. When trying to transcribe, you lose a lot of the value because you’re focusing more on getting down the correct words rather than actually retaining what you’re hearing (226).
Going to class physically is also a huge thing. I’ve been in a few solely online classes and they lack the communication and the connection that an in-person class has. I think it’s important for people to have the real life/real time interaction with professors and other students. It allows people to hear different views and interact with other ways of thinking (238).
In general, I think her views are pretty similar to mine. Bits of technology can be helpful and enhance a person’s ability to learn, however, person to person conversations are also vital. Fully relying on technology won’t allow people to advance in critical thinking and conversation and creative abilities the way being in a class with conversation will.
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Crutches for Students in the Classroom.
In Sherry Turkle’s “Reclaiming Conversation”, is right about how the classroom has become dependent of technology. My elementary and high school years were different experiences. In elementary, we didn’t have iPads or laptops. We would go to computer class and learn the basics (whatever was new) and take long online tests. No one likes days where we had to be on the computers because we didn’t go to play games. Once I got to high school, laptops and iPads were starting to be used in school. Everything was being done on the laptops. We had assignments, tests, notes, and even online classes. We would sync our messages and chat through Gmail. Everyone loved computers now. They became necessary for the students and the teachers.
I agreed with the professor that Turkle mentioned about daydreaming. The professor wants students to daydream and get the material later. The students make a connection to the lesson. This time period allows that to happen because we have the resources. Professors and teachers post their assignments and PowerPoints online where students can access them later. This was not possible when I was in elementary school. If you dozed off or did not pay attention in class, then you missed the lesson. Another topic that Turkle mentions is boredom in the classroom. Basically, the education system has two choices, they must teach students how to deal with being bored or change the school so it’s “not be boring”.
The school has an obligation to adjust to the generation that is coming into their classrooms, but they must allow students to find what works for them. Throughout the whole chapter the author references a lot of students. This is important because there needs to be a conversation it cannot be just one sided. I have found more success in a classroom that has balance, a professor who challenges me but is also there to help me when I am completely stuck.
Comm 185: Introduction to Digital Media Production 