1) Course syllabus: what is your policy around technology in the classroom? (e.g. computer, cell phones, texting, etc.); do you also address usage before class, during breaks, or after class?
2) Any other “policies/ground rules” for dealing with distraction?
Students do not like feeling admonished! Wagging fingers is a big turnoff. Yet, they often are not familiar with even basic etiquette. Technoquette is even more difficult since “norms” have not emerged. So I talk about “lost conversations” as a result of our techno-usage and perpetual engagement with texting and cellphones; lost conversations with their colleagues before, during, after class; lost conversations with faculty walking across campus. I talk about our rare time in face-to-face interactions, conversations that can be transformative. Students tell me they like this approach, they feel they are missing something special being in college in they don’t interact in-real-life with colleagues and faculty. I also include a short blurp on this in the course syllabus.
Most don’t have media rules in the syllabus. Some offer guidance about cell phone usage. If you have a pressing occasion, please take it outside. Phone usage needs to be in labs. Discussion courses may promote phone usage (texting).
During exams a disclaimer is beneficial about cell phones. Being upfront in the beginning about cell phones usage sets the tone for the course.
Students should think about the professors’ impression and sometimes do. If they aren’t paying attention, letters of recommendation will not occur. Don’t call on me to get a letter of recommendation if you’ve messed around the entire quarter.
The framing of media usage is important. They are not resisting the changes. You can’t go back. Being younger and with professor gender issues.
Students are being asked to refer to some as professor because it sets them apart. They set the ground rules from the beginning so that confusion does not occur.
A divide between content knowledge and facts can be difficult. In sciences, how do we keep it interesting without being too laid back and behaving like a peer instead of a professor?
Blogging and online (after class) discussions can be beneficial because students understand the online medium. Profs expressed an interest in adding them to the course work because they felt that students could be effective in this medium.
Breaks: How do you get students back on time? One prof. locks the door and makes a big deal about being late. The student that is late is made to feel like they are upsetting the entire class, not the prof.
Being laid back can get profs into trouble. Students will take advantage if the law is not laid down from the beginning.
Out of class conversations occur if they are advisers, but not so much otherwise.
Perhaps we should tell students about our media usage and then compare and contrast the differences (i.e., I don’t have a cellphone, what about you?)
Bring back the lost conversation!!!
Not allow computers in the classroom
Have a conversation about cellphone and computer usage before the quarter begins.
Clearly state policies and expectations about cellphone and computer use in the syllabus.
Call on students even if their hand isn’t raised, because it keeps them on their toes.
Break class sessions into shorter segments to help prevent too much distraction.
Continue to have conversations about distraction with students and faculty, because learning to deal with distraction is a lifelong tool that we all need!
Clear that conversations/class should not be interrupted.
Students phones are often present and at the ready on student’s desks.
Don’t want to be distracted.
Frustrating because it is a power struggle for attention.
Appreciation of guidelines.
Want to know expectations. Think students don’t want to hear it.
Expectations are key.
Teachers don’t want to be knuckle bullies.
Have to have rules.
Talk to students about being on time and class policy in general.
Teachers want the students to come talk to them about issues.
It is rude and inconsiderate for students not to care.
Student notion of “I can do whatever I want.”