Is it possible that technological advances are hindering our lives? When my mom calls and leaves long messages I sometimes respond with a quick text message... because it's easier. Rather than call people or meet up with people we "shoot them quick emails" or write on their facebook walls. Perhaps these advances are limiting our ability to form real relationships.
I can't help but wonder if technological advances detract from our teaching. If we spend our time coming up with lectures and classroom exercises that bring out all the bells and whistles of technology do we in some ways take away from the material? When teaching a class on gender and work do I really need to incorporate technology into my discussion and presentation of emotional labor? Maybe trying to bring technology into my classroom would actually be more confusing to the topic. It's hard enough to bring students around to the idea that gender roles are not innate... which is just the beginning for a discussion of emotional labor.
This leads me to my next pondering: is it only appropriate to use technology for some topics in the classroom? Are there some discussions that lend themselves to power points, clickers, online communities, etc. in ways that others do not? How do we know when would be the best time to use technology and when is the best time to sit in a circle with the class and chat?
Sunday, January 24, 2010
Monday, January 18, 2010
Technologically Stunted?
I consider myself to be a bit on the slow side when it comes to technology. I have an extraordinarily difficult time operating a television if it consists of multiple pieces of equipment (e.g. DVR, cable box, DVD player). I have no idea how to "clean up" my computer, except for deleting my viewing history. My brother is an Aeronautical Engineering major at Clarkson University who builds his own computers and will sometimes hack into my computer in order to fix my problems and clean up the system. Cell phones with too many options drive me crazy - I find that the purpose of cell phones should be for phone calls, text messages, and an occasional picture (often of my cat, Mr. Bingley). Perhaps I am not "slow," by national standards of technological know-how. After all, I am adept with statistical programs such as STATA, can use MS Excel beyond its basic functions, and teach an online course every summer using Blackboard (among other things). Maybe I only consider myself on the [un]savvy side of average because I am surrounded by people who are technologically advanced (i.e. my brother), and do not often hang out with my 75 year old grandmother, who is confused about the intricacies of forwarding an email.
It seems to me that classrooms are becoming increasingly technology based. In fact, this realization led me to the topic of my Master's thesis: understanding how teachers' evaluations mediate the relationship between use of computers and academic outcomes. I only looked at fifth graders, but found interesting results suggesting that using a computer provides more than actual skills with the computer or knowledge of other subjects. For fifth graders, showing skills with technology and computers produced better evaluations from teachers, prior to tests and proficiency scores. In a nutshell, computer-use and knowledge may be a social indicator to those we come into contact with, that we are capable of participating in our information age society. I have a feeling this is relevant for individuals at any age.
If our society is moving in a direction where technology is expected, or even preferred, then professors, teachers, or an instructors of any kind are likely to feel pressured into using the newest, savviest, coolest form of technology available. Thus far, in my own teaching experience, I have found that using clips from YouTube or movies is quite helpful for solidifying a sociological concept. But, the moment I dim the lights for a power point the glazed looks and bored faces consume my students, discouraging me from pursuing that method of instruction. How do I change this? Have these students experienced so many boring powerpoint lectures that this is an automatic associative reaction? Surely, there are ways to integrate things like power point into my very traditional lectures/discussions. I prefer to emphasize discussion in my class and use the white boards as instructional tools, rather than computers and technology. When I do lecture in my classes, I use the white board as I go... in an effort to keep my students with me. How can I strike a balance? Is there a preferred method from the student's perspective?
It seems to me that classrooms are becoming increasingly technology based. In fact, this realization led me to the topic of my Master's thesis: understanding how teachers' evaluations mediate the relationship between use of computers and academic outcomes. I only looked at fifth graders, but found interesting results suggesting that using a computer provides more than actual skills with the computer or knowledge of other subjects. For fifth graders, showing skills with technology and computers produced better evaluations from teachers, prior to tests and proficiency scores. In a nutshell, computer-use and knowledge may be a social indicator to those we come into contact with, that we are capable of participating in our information age society. I have a feeling this is relevant for individuals at any age.
If our society is moving in a direction where technology is expected, or even preferred, then professors, teachers, or an instructors of any kind are likely to feel pressured into using the newest, savviest, coolest form of technology available. Thus far, in my own teaching experience, I have found that using clips from YouTube or movies is quite helpful for solidifying a sociological concept. But, the moment I dim the lights for a power point the glazed looks and bored faces consume my students, discouraging me from pursuing that method of instruction. How do I change this? Have these students experienced so many boring powerpoint lectures that this is an automatic associative reaction? Surely, there are ways to integrate things like power point into my very traditional lectures/discussions. I prefer to emphasize discussion in my class and use the white boards as instructional tools, rather than computers and technology. When I do lecture in my classes, I use the white board as I go... in an effort to keep my students with me. How can I strike a balance? Is there a preferred method from the student's perspective?
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