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Hi Folks This has evolved quickly into a fascinating discussion. Like
each of you, I do not profess to be the expert on these issues. I simply want
to share my thoughts. As to the use of “personally-owned” technology
in the classroom (e.g., I-Pods, laptops, etc.), my guess is some students use it
well, and some do not. In addition some use it well on some days, in some
courses, and some do not. Unfortunately, I cannot think of any truly valid and
reliable method for assessing these outcomes, short of policing students with
video cameras at the back of the room… (technology as surveillance?). If all that was of concern was whether or not individual
students are helping or harming themselves, and if we could determine one
outcome from the other, then it seems to me the meaningful question would be “do
we have an obligation to help individual students who use technology
inappropriately in a way that ultimately harms them”. On the other hand, if personally owned technology in the
classroom becomes a distraction to others involved in the learning process
(including the professor), then I believe we have a moral obligation to address
and/or remove such distractions (e.g., I think John Dewey’s assertion that
our primary obligation is to create and sustain learning environments is still
relevant and valid). The second issue surrounding potential harm to
differentially-abled students is more difficult for me. I could be easily
swayed. But as I see this particular issue, I do not believe disallowing students
from bringing computers to class at the institutional level, places an undue
burden on differentially-abled students to request accommodations. The
alternative is to suggest that “normatively-abled” students must be
allowed to potentially harm themselves, so that “differentially-abled”
students will not be visible. If we have compelling evidence that a substantial
number of students are harmed by the practice, then I think removing the
problem is compelling argument. If on the other hand, there is no compelling evidence
that students use technology improperly, then this is a non-issue. The hypothetical discussion comparing sexual-orientation with
differential abilities is fascinating as well. I cannot however make this
connection. Life is too complex. Having a gay male come “out-of-the-closet”
is not equivalent to having a blind student become known to be blind, or a
student with MS to be known to have MS. The former (sexual orientation) is not
a “master status” in the context of the classroom activities, while
the latter two examples often are. On the other hand, there are no
technological implications regarding equalizing opportunities for GSBL students
in the classroom, while technology clearly has been create specifically to assist
differentially-abled students in their academic endeavors. But again, to insist that “all students must be
allowed to use technology, so that those who need it will not be distinguished
from those who do not” seems a faulty line of reasoning to me. But again,
I am not an expert in this area. I simply accommodate lots of students each
semester when asked, and do not judge them. Peace to all, Robert PS – Mikaila wrote: “As perhaps some of you do
not know, this conversation is archived on google groups in a way which is
accessible to anyone who searches for our names, and therefore I, for one, am
not going to provide any anecdotal or empirical detail to back up my
theoretical and policy statements…” “When I die, I will not care what people find when
they [search-engine] my memory. And in the present moment, I can only hope that
all will accept me as the ‘sophomore’ [see definition] that I am. In
the meantime, since there is no ‘big brother’ (except ultimately,
God and us), I shall not worry what ‘he’ thinks.” Robert J. Hironimus-Wendt, Ph.D. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~--- |
