Technology
I Have Seen the Future and it is Web-Enhanced
These days I am repeatedly being told that students “need to be able to access online technology” because they have grown up using it. I have also been told they cannot read entire pages of text, so it is imperative to incorporate funny little pictures into my hand-outs. So far, I have refused to do it….
Texting & the rocket summer, originally uploaded by racheocity.
As a general rule, unless someone has an Individualized Educational Plan, I require students to turn off all electronics for the 50 minutes they are in my class. iPods and MP3 Players? Off. Laptops? Off. Cellphones? I don’t even want them on vibrate as I find the buzz distracting. No one has ever balked; however, this past fall I did have a weird experience that caused me to learn about something new in the ever-evolving world of technology.
In this one particular classroom, students generally sat in straight lines facing front: Not my favorite configuration, but we didn’t have many options in our tiny, sterile, windowless space. One day, for no apparent reason, several students looked sharply to the opposite side of the room at the exact same moment while other students covered their ears. Thinking nothing of it, I simply continued my lesson. After class, a most loyal student told me about The Mosquito Ringtone, a tone specifically designed to ring at a decibel that is not easily detected by adult ears. This student also told me that some students use it to cheat.
Apparently, British inventor, Howard Stapleton discovered an ultra high frequency that drives away teens much like a dog whistle affects dogs. His idea was to use his invention to keep teenagers from loitering outside of shops at night, thus making the area around his storefront uncomfortable for loitering teens while leaving the money-spending adult customers unaffected.
As stated in the website for Mosquito Ringtones:
… teens from the inventor’s hometown caught on to what the company was doing and decided to put turn the idea into something they could use. They took the ultra sonic frequency and converted into to a cell phone ringtone which they aptly named “Teen Buzz.”… The ringtone caught on like wildfire in the UK and quickly spread throughout the reaches of the Internet to teens everywhere. Teens learned they could hear each others phones ringing at school but their teachers couldn’t.
Initially skeptical, I was amazed when tried the hearing test experiment with my 10 year-old son and learned that I simply could not hear certain tones beyond a certain frequency. I kept saying, “Can you really hear something?” and he kept saying, “Yes, I can hear it. Now can you turn it off!” I thought I had great hearing! Sheesh! Since that day, I have remained ever-vigilant in class, relying on my eyes as well as my ears. Students are clever and always a step ahead when it comes to technology – especially when it comes to finding a way to use it to cut corners or keep up with their important social lives!
I must admit, I have been waiting for a similar incident to occur. It hasn’t (yet), but at least now I am prepared.
Have you come across this technology in your life? What do you think about it?
In an effort to stay competitive in my job at my local community college, I recently signed up to take a 20 hour course to learn the latest and greatest ANGEL technology which – in theory – is supposed to help me to help my students by allowing me to “web enhance” my class. Some people teach entire classes online and love it. I have not jumped on this bandwagon. In fact, I imagine that is not a wagon I will ever jump onto without kicking and screaming.
I believe part of the educational experience – at every level – involves the relationship between the instructor and the pupil who need to interact with each other in real life, not just via email. I also believe it is necessary for students to learn in a classroom filled with other bodies – bodies that have minds and mouths which can vocalize serious differences of opinions and that it is an important role of the instructor to act as a moderator in some of these interchanges.
I attended the very first 5-hour ANGEL session and left feeling a little pessimistic. The man heading up the session started off with an ice-breaker activity where everyone introduced themselves, explained where they taught, in which department, and how they planned to integrate ANGEL technology into their curriculum. Many people attending the hands-on seminar were strictly online adjunct instructors. They were happy to have jobs and didn’t seem to mind that they had never actually met their students and seemed content to receive the one required digitally uploaded photo. One woman proudly announced she had individual conferences with half of her students via SKYPE right before a major essay was due. There were lots of ooohs and aaahs at this, lots of frenzied note-taking. Math teachers and gym teachers seemed to all really like ANGEL; I’m not sure what that means.
When it was my turn, the instructor pointed at me and asked, “And you? The one in the black turtleneck who is hiding a little?”
“Well,” I admitted, “I’m not planning to go all the way with this new technology. I am merely looking to enhance.”
I looked across the room and saw a few people roll their eyes. I wondered what that was about. And then I had an out of body experience. I realized they saw me as a dinosaur. I suppose at 43 years old, I sort of am. I actually remember loose-leaf paper. It came in two choices: wide-lined and college lined. My 6th grade English teacher didn’t like us to rip out paper from our notebooks; “shredded wheat,” she called it, and she wouldn’t accept assignments written on it. That’s when I discovered my preference for college-lined loose-leaf paper. (This same teacher did not like girls to wear clogs to class and made us line up our shoes at the front of the room and walk in socks to our seats. Our shoes, she insisted, were “too noisy” and “forever falling off feet.” I’m pretty sure she had some major issues, but I digress.) In high school, Mrs. Landfear had us write in those black and white composition notebooks and taught us the traditional five paragraph essay format and citation which has served me well for my entire life.
As an undergraduate student at Hobart and William Smith Colleges, I had a fabulous professor who required his students to read a particular book by a particular author and told us to write an essay on a topic of our own choosing due in one week. There were no email reminders. I would never have dared to call him, and anyway, I would have had to have found a phone-book, a payphone, and a bunch of quarters. If I didn’t know how to do something, like citation, I consulted my pocket manual or style book or I asked a fellow classmate. In other words, I figured it out myself. No one owned a personal computer. Instead, we hauled our books and our butts to writing labs, where dozens of computers loomed silently on long tables. If every computer was taken, you simply had to put your name on a wait list and wait for someone to finish. The room of thirty or so computers was linked to one black and white laser printer designed to handle only text. There was no Internet access because the Internet had not yet been invented.
These days I am repeatedly being told that students “need to be able to access online technology” because they have grown up using it. I have also been told they cannot read entire pages of text, so it is imperative to incorporate funny little pictures into my hand-outs. So far, I have refused to do it.
So what exactly am I hoping to do with this ANGEL technology? I suppose I might use it to provide my students with a page to see my Course Information Sheet, my policies regarding plagiarism, my deadlines; maybe a link to some grammar exercises; perhaps a link to EasyBib.com to help them with the terrifying act of citing their sources properly. To be honest, I’m not 100% sure what I’m going to do with ANGEL. I’m not a big fan of all this cyber-coddling. I will tell you what I will not be doing with ANGEL. I will not be using it as a place where students can have “online discussions” in lieu of real life discussions. And while proponents of the environment may shudder, my students may not send me their essays online in some drop-box so that they can blame technology when I didn’t receive it. I want to see their eyes scan their finished drafts, checking for comma splices and run-on sentences.
Who knows, maybe I’ll use it on the first day of class next fall, you know, as a homework assignment to get them to find my online site. Maybe I’ll have them do some kind of ice breaker activity; there’s no reason everyone should have to suffer through those heinous get-to-know-you activities when you can simply do them online, right?
Sigh. I always liked that part.