When I started teaching Media Copywriting in fall 2005, the syllabus included a simple “cellphones should not be seen nor heard” line in it, with accompanying mini-lecture in class, that has remained. Until now.
It’s a trend popping up other places, acknowledging smartphones as participatory instruments. I’ve never been a big fan of the classroom as one-way lecture megaphone. Yet the establishment position among academia resisted the inclusion of laptops and personal devices in classes. But we’ve long since reached a point where, to borrow a great line from education expert Mark Greenfield: “The question is no longer whether laptops belong in lecture halls, but whether lecture halls belong in universities.”
Consider this: My intern Alyssa (of Alyssa Explains It All fame) takes notes on her iPhone. At an astonishing rate, no less. It takes my stubby, uncoordinated fingers minutes to write a text, yet today’s students like Alyssa could compose a short essay in that time. Who are we to discriminate on what media they use for note-taking?
But smartphones can be worked into feedback and learning as well. I’ve previously given homework assignments asking students to tweet examples, responses and opinions — often with video links — on the #brc328 tag to set the tone for the next class. Why not ask them to tweet in class in response to questions or to use it as another regular feedback and discussion channel?
I’m not saying the first semester doing this won’t be a bit sloppy, and that it won’t require fine-tuning. Will students abuse the privilege and not pay attention while playing games or whatever on their smartphones? Maybe. Their loss. If they aren’t paying attention in class or taking good notes, it becomes apparent after a while and the consequences come naturally in their ability to do assignments and pass the test. I’m giving them responsibility and seeing how they use it. From my experience, I expect students to respond accordingly and receive the grade they deserve.
In any event, I’ll let you all know how it goes.