Spring Break
Computers in the Classroom
Michael Coats
Issue date: 9/1/07 Section: Southwestern Community
During a lecture last spring, Professor Sloan asked her students to please look up from their computers because, as she stated, “You’re all smiling and laughing, but I’m not saying anything funny.”
Like Professor Sloan, other professors have expressed annoyance with computer usage – the Internet in particular – during class time. Dean Cameron devotes a section of his syllabus to “SPECIAL RULES REGARDING ELECTRONIC DEVICES.” Aside from forbidding all non-class-related computer activity, the syllabus advises students that periodically “laptop ‘time outs’ will be called by Dean Cameron to focus [the students’] attention on matters that require critical thinking.” As a final warning, Dean Cameron cautions students that failure to observe the rules “may result in [the] loss of laptop privileges.”
Although some students believe that they would “go crazy” without their laptops, it’s important for students to understand their professors’ pedagogical reasons for disfavoring computer usage. In regards to the Internet, Dean Cameron explains that “Faculty are worried, with some justification, that students can become distracted by having free access to the Internet.” He explains that the law is a “thinking person’s profession, and training for it requires concentration of the sort that is beyond the capacity of most student multi-taskers.”
Dean Garth’s concern over the use of laptops – irrespective of the Internet – is that some students may be “too literally taking notes,” causing them to “pay only partial attention to the lectures.”
As explained by another professor, some students end up using their computers to transcribe lectures, rather than listen to lectures. According
to this professor, if a student does the reading and comes to class prepared, there is no need to take such copious notes.
A survey of 40 SW students (excluding 1L’s) revealed that they spend an average of 51 percent of class time taking notes and 6 percent of class time conducting
class-related Internet searches. On the other hand, students spend an average of 13 percent
of class time e-mailing, 12 percent of class time instant messaging, 5 percent of class time reading news sites, and
another 5 percent of class time playing computer games.
Ninety-one percent of students surveyed disfavor eliminating Internet access in the classroom. One student justified his Internet use because of the “need to research during class,” then cited Wikipedia.com as his reference source.
Another student asserted that she didn’t need her time “parented or managed,” stating “I can choose to IM my mother during class if I want. ”
Other students, however, are more understanding of their professors’ perspectives. One student, who acknowledged spending about 25 percent of his class time on non-class-related computer activities, such as instant messaging and e-mailing, conceded that “in all honesty there is no legitimate reason why we need the Internet in the classroom because none of my professors have required research to be done during class time.”
One valid argument raised by a student in favor of Internet
use – at least for checking e-mail accounts – is that “we receive e-mails at 11:43 a.m. telling us that we have a meeting for some random event at12 p.m. ” Seemingly exasperated, the student queried, “What do they expect us to do, not check our e-mails in class?”
While it’s beneficial for students to understand the reasons why some professors disfavor computer use, it may also be beneficial for professors to understand what makes students turn to their computers for non-class-related activities. Eighty-three percent of students surveyed stated that their amount of non-class-related computer activity varies depending upon the professor. Many students cited boredom as the key reason they turn to the Internet, explaining that if a professor is engaging and encourages class participation, they don’t use their computers for non-class-related activities as often. One student stated that she pays attention when the professor stays on topic, but “if the professor goes off talking about anarchy, then I’m shopping for shoes.”
Dean Garth recognizes that there have always been stud-ents distracted in class, whether by crossword puzzles, newspapers, or the Internet. In regards to the Internet, Dean Garth believes that “The state of the art in law schools is to provide Internet access everywhere on campus.” Furthermore, Dean Garth realistically recognizes that even if classrooms were equipped with Internet kill switches, it would be “impossible to interdict it entirely” because of bleeding from neighboring classrooms and the availability of personal wireless cards. Instead, Dean Garth believes that, “The only real solution will come from a community understanding” -- students, faculty, and administration -- of what consitutes appropriate, respectful use of technology in the classroom.
Michael Coats is in SCALE II and may be reached at mcoats@swlaw.edu.
Like Professor Sloan, other professors have expressed annoyance with computer usage – the Internet in particular – during class time. Dean Cameron devotes a section of his syllabus to “SPECIAL RULES REGARDING ELECTRONIC DEVICES.” Aside from forbidding all non-class-related computer activity, the syllabus advises students that periodically “laptop ‘time outs’ will be called by Dean Cameron to focus [the students’] attention on matters that require critical thinking.” As a final warning, Dean Cameron cautions students that failure to observe the rules “may result in [the] loss of laptop privileges.”
Although some students believe that they would “go crazy” without their laptops, it’s important for students to understand their professors’ pedagogical reasons for disfavoring computer usage. In regards to the Internet, Dean Cameron explains that “Faculty are worried, with some justification, that students can become distracted by having free access to the Internet.” He explains that the law is a “thinking person’s profession, and training for it requires concentration of the sort that is beyond the capacity of most student multi-taskers.”
Dean Garth’s concern over the use of laptops – irrespective of the Internet – is that some students may be “too literally taking notes,” causing them to “pay only partial attention to the lectures.”
As explained by another professor, some students end up using their computers to transcribe lectures, rather than listen to lectures. According
to this professor, if a student does the reading and comes to class prepared, there is no need to take such copious notes.
A survey of 40 SW students (excluding 1L’s) revealed that they spend an average of 51 percent of class time taking notes and 6 percent of class time conducting
class-related Internet searches. On the other hand, students spend an average of 13 percent
of class time e-mailing, 12 percent of class time instant messaging, 5 percent of class time reading news sites, and
another 5 percent of class time playing computer games.
Ninety-one percent of students surveyed disfavor eliminating Internet access in the classroom. One student justified his Internet use because of the “need to research during class,” then cited Wikipedia.com as his reference source.
Another student asserted that she didn’t need her time “parented or managed,” stating “I can choose to IM my mother during class if I want. ”
Other students, however, are more understanding of their professors’ perspectives. One student, who acknowledged spending about 25 percent of his class time on non-class-related computer activities, such as instant messaging and e-mailing, conceded that “in all honesty there is no legitimate reason why we need the Internet in the classroom because none of my professors have required research to be done during class time.”
One valid argument raised by a student in favor of Internet
use – at least for checking e-mail accounts – is that “we receive e-mails at 11:43 a.m. telling us that we have a meeting for some random event at
While it’s beneficial for students to understand the reasons why some professors disfavor computer use, it may also be beneficial for professors to understand what makes students turn to their computers for non-class-related activities. Eighty-three percent of students surveyed stated that their amount of non-class-related computer activity varies depending upon the professor. Many students cited boredom as the key reason they turn to the Internet, explaining that if a professor is engaging and encourages class participation, they don’t use their computers for non-class-related activities as often. One student stated that she pays attention when the professor stays on topic, but “if the professor goes off talking about anarchy, then I’m shopping for shoes.”
Dean Garth recognizes that there have always been stud-ents distracted in class, whether by crossword puzzles, newspapers, or the Internet. In regards to the Internet, Dean Garth believes that “The state of the art in law schools is to provide Internet access everywhere on campus.” Furthermore, Dean Garth realistically recognizes that even if classrooms were equipped with Internet kill switches, it would be “impossible to interdict it entirely” because of bleeding from neighboring classrooms and the availability of personal wireless cards. Instead, Dean Garth believes that, “The only real solution will come from a community understanding” -- students, faculty, and administration -- of what consitutes appropriate, respectful use of technology in the classroom.
Michael Coats is in SCALE II and may be reached at mcoats@swlaw.edu.
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posted 12/23/09 @ 7:48 AM PST
While it?s beneficial for students to understand the reasons why some professors disfavor computer use, it may also be beneficial for professors to understand what makes students turn to their computers for non-class-related activi?ties. (Continued…)
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