This version of the presentation was delivered to faculty members of Georgia Perimeter College in the Fall of 2011 for the New Faculty Academy and the Part Time Faculty Symposium.
Some slides have overlapping images and text that do not display appropriately in the Slideshare format. In addition, any Star Wars imagery has been redacted.
Similaire à Classroom management dealing with disruptive technologies (AKA The Dark Side of Technology in Educational Contexts) - Darth Vader redacted (20)
5. “Over the course of a riveting 75-minute discussion of the birth of
Gandhian non-violent activism, I found myself becoming increasingly
distressed as I watched students cruising Facebook, checking out the
NY Times, editing photo collections, texting, reading People
Magazine, shopping for jeans, dresses, sweaters, and shoes on
Ebay, Urban Outfitters and J. Crew, reorganizing their social
calendars, emailing on Gmail and AOL, playing solitaire, doing
homework for other classes, chatting on AIM, and buying tickets on
Expedia.”
(Waitskin, 2011)
28. Multi-taskers learn less flexibly (Foerde, et al., 2006)
Habit
Declarative
.
Multi-taskers Single-taskers
29. Heavy Media Multi-taskers exhibit reduced
cognitive control
Less
Difficulty
effective
filtering out
task
irrelevant
switchers
stimuli
(Ophir, et. al.,2009)
30. • Less Accurate
• Learned less flexibly
• Worse at multi-tasking
Multi-Tasking
31. The split attention caused by multi-tasking and
momentary distractions like cellphone rings…
Significantly reduces retention
Results in less flexible use of retained information
Distractions Multi-Tasking
32. Because it
diminishes the
effectiveness of
instruction
should I address
disruptive
technologies?
34. Disruption Disruption
for for the
Individual Class
Disruptive
Technology
35. Disruption
for Texting
Surfing the
Web
Individual
Updating Taking
Facebook Notes
Buying Checking
Shoes Email
Doing Playing Looking
Homework Games Things Up
36. Percent of students
Off-task behavior engaging in this
behavior
Checking e-mail 95.2%
Web-surfing 75.3%
Instant messaging 57.2%
Preparing for another class 36.1%
Playing online games 18.1%
Playing offline games 17.5%
Other 7.8%
37. Deny Access
Address on a Case-by-Case Basis
Allow Choice
38. Percent of students
On-task behavior engaging in this
behavior
Taking notes on class discussions 92.9%
Reviewing notes from past 82.2%
classes/readings
Accessing online research materials 66.9%
relevant to class discussion
Looking up answers to a question the 36.7%
professor has posed
Other 9.5%
Making a recording of lecture/discussion 5.9%
39. Disruption
Obvious Clicking &
for the
Texting Tapping
Class
Phones Computer
Ringing Sounds
Showing your Email and
computer Text
screen Notifications
Taking a Getting Up
Call to Plug In
40. Beginning of the
Semester
Beginning of
Each Class
At the Time of
Disruption
41. When it disrupts the
class & possibly when
it disrupts an
individual
should I address
disruptive
technologies?
43. A student’s cell phone rings in
class, how do you address it?
Ignore it and Chastise the
Wait & Regroup
continue student for not
once resolved
teaching silencing phone
Scenario
44. 1. Educate Students About The
Effects of Disruption
2. CommunicateYour
Expectations
3. Address Disruptions
45. 2 Resources to Help
1. PowerPoint – Research &
Expectations
2. Video – Research Only
Back
47. Silence or turn off electronic devices during class
Be considerate of others and avoid distracting
yourself and others with technology.
It is your choice whether you multi-task during class.
If multi-tasking distracts others or appears to
adversely affect your performance, you will be asked
not to use the electronic device during class.
If there is an emergency or urgent situation and you
may need to respond to a call, inform the
instructor, sit near the door, and discreetly and quickly
exit before responding to the call.
Students that continue to disrupt class will be asked
to leave according to GPC Policy 113.
48. Silence or turn off electronic devices during class
Be considerate of others and avoid distracting
yourself and others with technology.
It is your choice whether you multi-task during class.
However, you are responsible for material taught,
and the instructor will not repeat or review
information missed due to multi-tasking.
If there is an emergency or urgent situation and you
may need to respond to a call, inform the instructor,
sit near the door, and discreetly and quickly exit
before responding to the call.
Students that continue to disrupt class will be asked
to leave according to GPC Policy 113
49. Silence or turn off electronic devices during class
and put them away during class. Cell phones
are prohibited in class rooms according to GPC
Policy 206.
Be considerate of others and avoid distracting
yourself and others with technology.
If there is an emergency or urgent situation and
you may need to respond to a call, inform the
instructor, sit near the door, and discreetly and
quickly exit before responding to the call.
Students that continue to disrupt class will be
asked to leave according to GPC Policy 113.
Back
50. General Guidelines for Class Disruptions:
Pause instruction
Remedy the situation (if necessary)
Rehash ground rules and reasons for them
Re-group – remind students of where you
were when you left off
51. General Guidelines for Individual Disruptions:
Privately address before or after class or
during a break
52. Have students generate groundrules.
Display a PowerPoint slide (as students arrive
to class) at the beginning of class that asks
students to silence or turn off electronic
devices.
Dock participation points for students who
abuse the use of technology.
53. 1. Educate Students on Effects
2. Communicate Expectations
3.Address Disruptions
should I address
disruptive
technologies?
54. A number of studies
This depends on
have demonstrated
1. Educate students
whether the
thatabout the effects of
technological
technology disrupts
distraction during or
only the individual
disruption
learning:
2. students. Three
all Communicate your
good times to address
expecations
• disruption are:
Significantly reduces
(through
retention
groundrules)
• Address disruptions
3. At the beginning of
• Results inhappen in a
the they less flexible
as semester
•use the beginning of
At of retained
way that minimizes
information
each class
additional
• As disruptions occur
disruption
55. Created by the
OIT – Instructional Technology Services
Heidi Beezley, Instructional Technologist
August 2011
You are free to share and remix this work as long as your use is noncommercial, provides
attribution, and share alike any derivative work
56. Benbennick, David. A left human ear. http://en.wikipedia.org/wiki/File:Ear.jpg.
Web. 7 June 2011. (CC Attribution-Share Alike 3.0 Unported)
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http://www.flickr.com/photos/andrewcoulterenright/62884682/ Fri. 10 June 2011
(Attribution-NonCommercial-ShareAlike 2.0 Generic)
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http://www.flickr.com/photos/17657816@N05/1971826491/. Web. 31 May 2011.
(CC Attribution-NonCommercial Share Alike 2.0 Generic)
Euskalanto. Human brain, medial view.jpg. 2004.
http://www.flickr.com/photos/17657816@N05/1971827663/. Web. Fri. 10 June
2011 (CC Attribution-NonCommercial Share Alike 2.0 Generic)
Euskalanto. Human brain, lateral view.jpg. 2004.
http://www.flickr.com/photos/17657816@N05/1971828859/in/photostream/.
Web. Fri. 10 June 2011 (CC Attribution-NonCommercial Share Alike 2.0 Generic)
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Cole, S., & Kosc, G. (2010). Quit Surfing and Start "Clicking": One Professor's Effort to Combat the
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59. Ignore it and continue teaching
Instructional time is not lost, but the instruction occurring
during the interruption will most likely not be
remembered.
Choose an alternate approach
Response
60. Chastise the student for not silencing the phone
This adversarial response informs the student that you are
upset by the disruption, but students likely already are
aware of this.
Choose an alternate approach
Response
61. Wait & Regroup once resolved
Small loss of instructional time, but students will not
forget the instruction taught during the time of the
disruption.
Best Option!
Response
Notes de l'éditeur
This presentation is titled Classroom Management: Dealing with Disruptive Technologies
But an alternate name is “Resisting the Seductive Call of the Dark Side” for reasons that will be revealed shortly.
Jackson is concentrating on an in-class quiz in his history class when across the room, a cell phone rings. How does the ring affect Jackson and the other students? What are other ways that technology could “disrupt” instruction in a classroom?Do you think that students looking up information relevant to lecture or taking notes would be a disruptive technology?
In today’s world, students come to class with a variety of technology tools that are meant to help them stay connected and help them learn.
The problem is that you come to class in order to learn (click to reveal individual in yellow box), and this requires attention to any lecture, group-work, film, or other informational medium used in class. But cell phones (click to reveal cell phone) and laptops (click to reveal person with laptop) often compete for the attention of students. This affects learning because it causes (click twice to reveal text “Learning & Split Attention”) what is called split attention. This is when (click to reveal the brain) the brain is focused in two different directions (click twice to reveal the two arrows).
There is a good side to technology. (click to reveal additional text) Technology is a force for the good when it (click to reveal first bullet & reveal subsequent bullets only after you’ve discussed the previous one)Increases Productivity – such as making note-taking easier and fasterIncreases Access – allows us to quickly find answers to questionsConnects Us – allows us to share notes or discuss things more easilyAllows Us to Create – such as when it makes it easier for us to create diagrams or mindmaps of informationMakes Our Lives Easier
Although technology generally helps us, it also has a dark side. Disruption (click to reveal additional text) is technology’s Dark Side. You may have experienced this dark side if you attempted to text while driving and found that you swerved a bit or didn’t realize the car in front of you was slowing down and you had to quickly react to correct the problem. The dark side affects educational settings as well because it causes something called Split Attention.
As we learn, our primary pathways to memory are the visual and phonetic. These work together. As long as they are focused toward the same task, they compliment each other in the learning environment.
It is visual and auditory information above and beyond the lecture presentation that leads to multi-tasking. Is dividing attention between simultaneously occurring tasks a problem?
How do disruptions affect cognition? Jill T. Shelton, et al. conducted four experiments measuring the effect of a sound on cognitive performance. Two studies were outside of a “real-world” setting and two were done in a college classroom. In the college classroom studies, students were presented information related to prenatal development. Information included the development of multiple sensory systems. During the presentation of one of the sensory systems (i.e. either taste or auditory) a phone rang (click to reveal the ring)
At the end of the class students were given a brief 10-question quiz. One question, the control question, asked about the development of one of the sensory systems that was not interrupted by a cell phone ring. The experimental question asked a structurally identical question about the sensory system that was presented during the phone ring. What do you expect was the result?
Students were significantly more likely to incorrectly answer quiz questions related to the information presented at the time of the ring. In experiment 3a, the phone ring was accompanied by an individual near the front pretending to search for the phone in the backpack. In experiment 3b, only the ring disrupted the class. (click to reveal the graph) On the quiz 26% - 40% more students missed questions about the topic presented during the phone ring.
Research continues to indicate that visual and auditory disruptions decrease retention and comprehension of material. This includes visual disruptions such as un-related movement on computer screens (such as Twitter, Facebook, and email notifications), students getting up to walk out of the room to answer a call, students searching for a device to silence it, and more. Disruptions also include auditory disruptions such as phones ringing, computer alert noises, etc.
How does multi-tasking affect cognition? There are a number of studies that have documented negative affects of mulit-tasking. One study observed the effect of laptop use on retention of material presented during class in a class where all students had a college issued laptop. One group of students were asked to attend class and keep their laptops closed. The other group was asked to keep their laptops open (but no requirements or expectations were outlined for how these would be used).
At the end of the class, students were given a brief quiz about the material that was covered.
Students who had their laptops closed scored approximately 10 points higher than counterparts who had their laptops open.
What was more interesting about this study is that scores were not higher if the student used the laptop for on-task purposes. (click to reveal each of two groups) Instead, students who were browsers performed better than students who were seekers.
Browsers were defined as individuals who used technology rarely and briefly (click to reveal “Quick Use”) while students who were seekers used the computer more often and for longer periods of time (click to reveal “Extended Use”). Students who used the laptop more (regardless of whether it was for on-task or off-task purposes) performed worse than those that used the laptop more infrequently.
To summarize, there was no clear link between whether the use of the laptop was on-task or off-task and performance. Instead, what was an indicator was the amount of time on the laptop regardless of whether it was on related or unrelated content. A quote from the study was that “The sustained distraction, regardless of content relevance appears to be the nemesis of the multitasker; if one is adroit at staccato-like browsing, processing multiple inputs simultaneously may not suffer to thesame extent.”
(click to reveal the second bullet) Another study revealed that multi-taskers are more likely to learn using the part of the brain associated with building habits and single-taskers are more likely to learn using the part associated with declarative memory. Habit learning, that occurs in the striatum, involves the gradual acquisition of behavioral tendencies and is associated with automaticity while declarative memory is flexibly accessible. Students who learned the material using declarative memory were better able to apply their learning in new contexts and consider and use what they learned more flexibly.Habit Forming memory - striatumDelcarative memory - medial temporal lobeSo for example, knowledge that is learned and stored in declarative memory can be easily used in other contexts, but knowledge learned in habit memory is generally only useful in similar circumstances.Article found at: http://www.pnas.org/content/103/31/11778.full.pdf
(Click to reveal the first bullet) Another study compared heavy media multi-taskers to light media multi-taskers. Those that were heavy multi-taskers had a higher opinion of their ability to multi-task compared to light media multi-taskers. However, the heavy multi-taskers(click to reveal the next bullet) had more trouble filtering out irrelevant stimuli. That is, their attention was more easily drawn away from the primary task by irrelevant stimuli. Also (click to reveal the next bullet) heavy media-multi-taskers were shown to be less effective task switchers. Switching tasks took more time.
Research continues to indicate that visual and auditory disruptions decrease retention and comprehension of material. This includes visual disruptions such as un-related movement on computer screens (such as Twitter, Facebook, and email notifications), students getting up to walk out of the room to answer a call, students searching for a device to silence it, and more. Disruptions also include auditory disruptions such as phones ringing, computer alert noises, etc.
What does research on distractions and multi-tasking reveal? The split attention caused by multi-tasking and momentary distractions like cellphone rings.. (click to reveal first bullet) Significantly reduces retention (click to reveal the second bullet) and results in less flexible use of retained information.
Recognize that violations are likely due to accidents (i.e. forgetting to turn off cell-phones, computer noises) – This is different than vocal disruptions where a choice is made to interrupt. Technology requires remembering to silence.
Recognize that violations are likely due to accidents (i.e. forgetting to turn off cell-phones, computer noises) – This is different than vocal disruptions where a choice is made to interrupt. Technology requires remembering to silence.
Recognize that violations are likely due to accidents (i.e. forgetting to turn off cell-phones, computer noises) – This is different than vocal disruptions where a choice is made to interrupt. Technology requires remembering to silence.
(Click to reveal each bullet individually) Discuss each ground rule one at a time.
(Click to reveal each bullet individually) Discuss each ground rule one at a time.
(Click to reveal each bullet individually) Discuss each ground rule one at a time.