Personal technology in the classroom

 USD, like many other educational institutions, has been reluctant to embrace the use of personal technology in the classroom. Faculty members have certainly noticed our obsession with being in-touch at all times. It’s no problem if we are unable to talk since we can always text, Instant Message or Facebook you back immediately. And if we don’t, rest assured that we’ve received your correspondence and are purposely delaying the response.
The time of transition has passed. These and other technologies are being used and abused by young people regardless of where they are, and teachers are doing what they can to take control of the situation. Some departments, such as communication studies, have gone so far as to implement an all-out ban.
Their main argument against the use of modern personal technology has typically been that cell phones, laptops and other similar devices are distracting temptations for students. I tend to agree. While there is definitely something to be said for allowing students the use of technology as a teaching tool, there seem to be far more arguments against its place in the hands of students. Here are several that immediately come to mind.
First of all, such technologies tend to be distractions. Young people are more easily distracted than their elders since they have shorter attention spans. If they become bored with class materials or lectures, it doesn’t take much more for them to simply take out their cell phones to play games, text message, surf the web or visit a social networking site. When computer use is allowed in the classroom, the ability to engage in these sorts of distractions becomes even more tempting. Not only do such devices present individuals with such diversions, they very often interrupt other students.
Then there is the issue of cheating. Obviously, students are unable to use cell phones or PDAs during exams, but the concept of “passing notes” has stepped into the digital age thanks to text-messaging, email, picture-messaing and similar programs that allows data to be sent and used discretely in the classroom. Furthermore, there is also the concern that students may excuse themselves to ask a friend for an answer or simply to look up information online due to the increased incorporation of web-browsing into cell phones.
And given that practically every cell phone has a built-in digital camera or basic video capababilites, it has become relatively easy to take a picture of someone or something without being detected. Regardless of whether they contain illicit images, these photos are very easily shared, duplicated and uploaded across the Internet.
Finally, one must confront theft. This may be especially relevant when it comes to high school, but people can be very competitive, fighting for popularity and status among peers. This can present problems of stealing if an individual brings expensive technologies such as laptops or an extremely expensive cell phone. Their presence in classrooms or cars could pose an irresistible temptation to would-be thieves, if they know it is something of value.
Considering these issues, the current stance against the incorporation of technology into the classroom, at least as far as its use by students, in clearly understandable.