Personal technology in the classroom

Welcome to the Age of Technology, where we are so inundated with gadgets that they are coming out of our ears, literally, considering the advent of the Bluetooth.
And while we are on the subject, I would like to ask that when you are not in your car to not wander around with your Bluetooth still in your ear. I can never tell if someone is on the phone with her mother-in-law or if they are particularly angry about the latest Trader Joe’s salami selection.
Back on point, we’ve moved from being the “Me Generation” to the “i-Generation.” With that, we’ve incorporated our ever-growing addiction to “i-Things”: iPod, iPhone, iPad, iMaxipad, iTampon. At this point, it only seems fitting to embrace our dependency and make the best of it.
USD, it seems, or at least the communication studies department, does not agree. Many teachers and departments have banned the use of modern technology in the classroom. But why is this?     
In an age when everyone has ADD and multi-tasking comes as naturally as the menstrual cycle, it seems silly to suggest that it is even possible to sit through a lecture without some minute distraction. This generation is not the only one to benefit from the momentary window glance or passed note as a means to take a mental break from the steady stream of information with which it is inundated. In the same way that children have “recess” to let off some of their extra steam, we have blogs to check or people we creep on to help us get rid of the inevitable heebie-jeebies that come from sitting in an hour and a half lecture. Scientific research even shows that brief breaks such as these lead to more acute concentration post-distraction.           
If it is an issue of respect, I can understand where our professors are coming from. I agree that it is excruciatingly disrespectful, not only to teachers but to fellow students, to spend the entire class looking up the latest stats on ESPN.com or the newest boots on Shopbop while a professor is attempting to impart his or her knowledge.
But at the same time, shouldn’t we be in charge of ourselves? By imposing such rudimentary rules, teachers are suggesting that we are nothing more than junior high deviants who still need our hands held and our homework written on the board. Isn’t it part of the assumption that when one is in college he or she can be responsible for him or herself?
If I can pay bills, make dinner and generally take care of myself, I should know how to conduct myself in the classroom.
If I choose to spend $109 per class on Facebook ($1,240 per unit x 3 units ÷ 17 weeks ÷ 2 classes per week), isn’t that my prerogative?     
This technology ban is elongating our self-actualization process. It once took me two classes of continuous Facebooking to realize that I had no notes and completely missed the point of the lecture. I learned from my mistake and I can now happily take notes on my computer with only momentary profile checks when I feel my mind wandering.
I should not have to suffer looking at my poorly organized handwritten notes because Ms. Twitter and Mr. Facebookstalker have ruined it for all of us. They are already suffering the consequences of their actions; why should the rest of us responsible note takers suffer too?
If USD is so committed to helping us grow as multi-dimensional students, then they need to let us be responsible for our own actions.
It should be our decision whether we use technology in the classroom or not. If we choose to abuse this right, we will have to suffer the consequences and know that we’ve lost both our professor’s respect and $109.