{"id":20756,"date":"2018-02-20T08:07:55","date_gmt":"2018-02-20T13:07:55","guid":{"rendered":"https:\/\/carleton.ca\/edc\/?p=20756"},"modified":"2022-01-13T15:36:54","modified_gmt":"2022-01-13T20:36:54","slug":"tech-talk-classroom","status":"publish","type":"post","link":"https:\/\/carleton.ca\/tls\/2018\/tech-talk-classroom\/","title":{"rendered":"Tech talk in the classroom"},"content":{"rendered":"

By Bianca Chan, TLS staff writer<\/em><\/p>\n

While technology in the classroom has provided students and instructors seemingly endless channels to learn from, it also presents issues when it comes to retaining focus, weaning distraction, and even reliability.<\/p>\n

For Carleton University English professor Franny Nudelman, the answer to this dilemma was simple: create a device-free environment to increase student-instructor engagement and generate a livelier atmosphere.<\/p>\n

\u201cFrom my perspective, this policy has been transformative,\u201d says Nudelman. \u201cWe are able to learn and accomplish so much more without devices.\u201d<\/p>\n

\u201cI had found that with devices my students were distracted, and as a result I was distracted too. They were shopping and checking Facebook while I talked, and this drained the energy right out of the classroom,\u201d she says.<\/p>\n

However, David Dean, a history professor at Carleton, says that his experience of using technology in the classroom has had a different effect.<\/p>\n

\u201cTechnology empowers students to learn on their own and in groups, and to engage with sources outside the classroom while in the class,\u201d he says.<\/p>\n

Given his field, Dean says, technology has provided the opportunity to view and study countless databases of texts, images, sound and videos. What\u2019s more, he says, is the ability to bring in professors from around the world right into the classroom using video software such as Skype.<\/p>\n

\u201cEven more brilliant was following one of my former students – now an employee of the Human Rights Museum – as she walked through it giving the class of over 80 a guided tour,\u201d he says.<\/p>\n

It\u2019s certainly easy to see both the benefits and the drawbacks of having technology in the classroom. And while Nudelman\u2019s perspective, and subsequent policies, differ from Dean\u2019s, she is also sure to note that she\u2019s \u201cnot a purist\u201d either.<\/p>\n

In fact, the English professor uses technology in her lectures, like most do, but she says that, \u201cthe place of technology in the classroom depends a lot on how one teaches, as well as what one teaches.\u201d<\/p>\n

For instance, Nudelman states she isn\u2019t interested in teaching specific content, nor is mastering the content her aim. This is why she says she doesn\u2019t give exams. Rather, she focuses on guiding her students on learning how to analyze and discuss texts. Because of this structure, she says, there is really no use for a laptop to take notes on.<\/p>\n

Though, on the same token, Dean points out that banning technology in the classroom can lead to a privacy issue. Some students, like those registered with the Paul Menton Centre, might have special needs that require them to use laptops in classrooms, he says.<\/p>\n

\u201cIf you banned technology \u2013 i.e., laptops \u2013 but made exceptions for them, as you have to, then you are signaling to the whole class that this particular student has a special need and that violates Carleton’s regulations about faculty respecting student privacy.\u201d<\/p>\n

While the debate is far from decided, most professors can agree that technology use in the classroom can be incredibly beneficial, while also being hopelessly distracting.<\/p>\n

What is your take on technology in the classroom? Let us know by leaving a comment below or emailing edc@carleton.ca<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

By Bianca Chan, TLS staff writer While technology in the classroom has provided students and instructors seemingly endless channels to learn from, it also presents issues when it comes to retaining focus, weaning distraction, and even reliability. For Carleton University English professor Franny Nudelman, the answer to this dilemma was simple: create a device-free environment […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[560],"yoast_head":"\nTech talk in the classroom - 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