Plenty of studies have shown that digital devices cause
distraction in the classroom. However, other reports indicate that while
students understand their devices are distracting, they don’t want them banned.
That led Joshua Kim, director of digital learning initiatives
at the Dartmouth Center for the Advancement of Learning at Dartmouth College,
to propose three principles of digital usage in his blog for Inside Higher
Education. His proposals are aimed at finding ways to effectively use the technology distraction.
To start, Kim suggested that instructors determine and
enforce classroom technology policies.
“The authority of the educator in the classroom must be
understood and agreed upon by all parties,” he wrote. “This does not mean that
the educator can abuse that authority, as that will be the quickest way to
break trust with the learners. Being able to direct the students about when
technology is used—even if the answer is that technology is never used—is
necessary and appropriate.”
Use of student devices must also be intentional. Technology
allows students to create things in real-time and is much closer to the way
students will use technology in the workforce.
“Use class time to have students or groups do research,
create quick presentations, and lead classroom discussions,” Kim wrote. “An
amazing amount of actual work can be accomplished during class time—especially
if the professor can walk around and coach.”
Finally, class time should be devoted to discussion to help
students understand why the policies are in place and to think about the way
they use their devices in their lives.
“Your
students will be much more likely to accept (if not embrace) you classroom
technology choice if you talk about the reasons behind those choices,” he
wrote.
