I have today been involved in a discussion on ResearchGate about texting in class. This produced some very interesting interactions. I would like to broaden the question from the disruptiveness / usefulness / individual right to text in class to consider the use of all portable electronic information devices in class. As I already stated, in my experience there are usually specific students who text in class. These are a small number and most students do not do this. This may suggest that texting is therefore a characteristic of the individual rather than an indication of the class being heavily theoretical or uninteresting. A larger number use laptops for personal rather than class work.
It may well be my prejudice but I feel that the students who frequently text and surf Facebook, etc., seem to ask me to repeat what I have said in class or write to me later asking questions that were interactively engaged with during class. I am sure that texting or personal web surfing does not add to the learning experience of students. I am also convinced that students are adults with the right to choose how to deploy their mental abilities. Texting is also disruptive to team project work.
What do others think and how do you deal with this?
For me, it comes down to respecting others. Students have the right to ignore classroom instruction provided they don't impede other students' learning efforts. I've the right to specify during the first class session and in my syllabus that I won't merely reiterate lectures and discussions for students who were too preoccupied to listen during classtime. Although I should be willing to amplify and disambiguate lectures and discussion, I shouldn't be obligated to reiterate those lectures and discussions if I've already indicated I won't do so. In essence, my students have the right to ignore me and I've the right not to reiterate the same lecture and discussion if I've already indicated I'll not do so.
I think that is very nicely put Michael and I agree with you. How do you enforce this?
With a variant of the tactic I use on my 12, 8, and 4 year old sons. When I'm 'instructing' them about not misbehaving but they don't seem to be listening, I ask them to paraphrase what I just said. It's clear from their answer whether they were listening. An inability to paraphrase adequately receives a 'time out'. If a student asks what I believe is a 'please repeat what you just said' (or said earlier in class) question, I ask what they thought they heard. I tell them paraphrasing what I just said will help me to re-explain more clearly. If they can't paraphrase adequately, then I politely suggest that they consult with one or more classmates after class.
BTW, I encourage students to ask questions by telling them others who have but didn't ask the same question will benefit from my answer. I would tell a student who wasn't listening that I doubt others share that question, so it's best not to spend precious classtime answering it. If the student approaches me after class, I can politely remind him/her about the 'reiteration' policy in my syllabus, which my university requires I treat like an identically executed contract with all students.
I failed to address your team project problem in my previous email. I require students to evaluate other team members formally once the project is completed. If other group members don't penalize the texter, then I won't do so either. I give group members two options for dealing with 'free riders' and other problematic group members: (1) evaluate them poorly, or (2) fire them by a deadline specified in the syllabus. With a reasonable deadline relative to the project requirements, a fired student may either 'catch on' with another group or complete the project alone.
Thanks for your comments and suggestions Michael. We have a very similar approach ands use many of the same techniques. I especially like your technique of not re-hashing an explanation for non-attenders.
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