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Technology Fatigue

The Increasing Reliance on Teaching in the Classroom, and its Pedagogical Implications.

Malcolm Oliver II

on 11 October 2010

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Transcript of Technology Fatigue

Technology Fatigue Possible result of the technologically dependent students

"[Once, called away to a meeting whose substance did not command my unalloyed attention, I began drafting on my conference pad a memo I needed to get out to my staff by lunch time.] I found that I had become so used to composing virual prose at the keyboard I could no longer draft anything coherent directly onto a piece of paper. It wasn't so much that I couldn't think of words, but the physical effot of handwriting crossing out, revising, cutting and pasting, in short, the writing practices I had been engaged in regularly since the age of four, now seemed to owverwhelm and constrict me..." (Baron 117)

(learning cursive...and then moving to print)

Are Digital Spaces, and Multimodal Devices, the New Creator(s) of Literacy?

Currently, Instructors are having to learn the literacy(s) of the digital spaces
and mulitmodal devices that their students are dependent on - and bringing
into the classroom. I posit that if Instructors do not "keep up" on these new
literacy(s), then we will lose out on student focus, rapport, and a 'more accurate' understanding of the level of literacy our students possess...


if we welcome this new literacy in the classroom, without a specific reason for its inclusion, then
I feel we are opening the door for students to use the literacy they are most familiar with in their
scholary work...which would then allow them to substitute this "new" form of compositional literacy for the "typical' academic version.(think of twitter, facebook, myspace and the type of writing included in those spaces...and whether or not you have had students submit work inclusive of jargon/composition typically used in these respective digital spaces) my claim...

The technology that we are using/allowing into the classroom
is more of hindrance than a help to today's students. By Instructors
relying on digital spaces, and multimodal devices, to instruct
their courses....we are continuing to breed a digitized student. I have had Students who
would rather skype in for a lecture, or use easybib.com, instead of coming to class
to actually learn/practice the compositional tools we are
introducing them to.

I am by no means, against students using digital devises/spaces as they
continue their tenure throughout academia, however, I do feel that because of the
reliance on technology that most of my students have....there needs to be some kind of reform
in the classroom. Teach them how to do it first, and show the students how they might be able to
do the assignment similarily with the use of technology. Teaching with Digital tools

"Without online threaded discussions within the classes and between schools, our repertoire of critical teaching tools is simply incomplete" (monroe 82)

I absolutely agree with the above statement, but I feel that...

"Before taking students online, teachers need to make explicit goals of critical pedagogy generally and of the unit under discusion specifically" (monroe 80-81)


"I would agrue that one cannot practice a critical pedagogy in the electronic age without using two way communication technologies..." (monroe 80)

and that "...certainly, text messaging, blogs, and wikis are shaping research paths related to interfaces of/for writing" (Devoss 19)

which now means that as an instructor, I need to find a happy medium between the two...technology, and its role in the class.
Hinderance or Help

"While brave new literacy technologies offer new opportunities for producing and manipulating text, they also present new opportunities for fraud" (Baron 117). Fraud, in the sense that, the work students create can be equated to "cheats" (think back to video game walk-throughs), and not a product of learned knowledge.

In the classroom....
Learning how to construct a works cited v. using easybib.com

Laptops create an easy exscape to digital spaces...

Skyping into the class v. actually being there (share story of student in class)
Way(s) to "monitor" technology in the classroom

"We could include structures for surveillance within the classroom and within the spaces to which the machines allow access"
Comic Life

technology as a supportive tool v. technologically dependent students

"...comics can yeild a body of work worthy of study and meainfully represent the life, times and world-view of its author" (McCloud 10) The Increasing Reliance on Technology in the Classroom, and its Pedagogical Implications Students face technology withdrawal in 24-hour study
Symptoms resemble those of drug addicts

By Kelly Farrell
Published: Tuesday, April 27, 2010

For one day, journalism professor Susan Moeller asked the 200 students in her JOUR175: Media Literacy class to avoid media: phones, television, computers and the Internet. Moeller, director of the university’s International Center for Media and the Public Agenda, said she was shocked to find the extreme reaction of her students, who reported adverse mental and physical symptoms. The study found students were “functionally unable” to go without media.

“We were blown away by the answers, just blown away,” Moeller said. “There were certain things we expected. We expected they would immediately say they were addicted to the media in the casual way you say you’re addicted to say chocolate, and then we got the results back not only using the word addicting but also words like withdrawal, craving and the physical and mental responses that they talked about, like getting headaches, depressed, feeling lonely and miserable.”

But members of the students’ generation said they weren’t nearly as surprised by the study’s results.

“I feel like these findings were so obvious because this is what we grew up with, this is the only kind of real communication and lifestyle we know,” junior criminology and criminal justice major Lauren Tafoya said. “I feel that any student could have easily predicted the findings of this study.”

Tafoya said one of her friends participated in the study and lied about completing all 24 hours because it was “just too hard.”

http://www.diamondbackonline.com/news/students-face-technology-withdrawal-in-24-hour-study-1.1429534 Works Consulted

DeVoss, Danielle Nicole. Cushman, Ellen. Grabill, Jeffrey. "Infrastructure and Composing: The When of New-Media". National Council of Teacher of English. 2005.

Enghagen, Linda. "Technology and Higher Education". National Education Association of the Unived States. 1997.

Epper, Rhonda. Bates, A.W. (Tony). "Teaching Faculty How to Use Technology". American Council on Education. Oryx Press. 2001

Kiesler, Sara. Sproull, Lee. "Computing and Change on Campus". Cambridge University Press.1987

Levien, Roger. "Computers in Instruction: Their Future for Higher Education". The Rand Corporation. 1971

McCloud, Scott. "Reinventing Comics". Paradox Press, an imprint of DC Comics. 2000.

Monroe, Barbara. "Crossing the Digital Divide: Race Writing, and Technology in the Classroom". Teachers College Press. 2004
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