The other day, I got in the car with my 13-year-old son to drive to a middle school club hockey game. Seconds after buckling up, he adjusted his iPod and was quickly immersed in the sounds of his generation, uninterested in participating in any conversation with me. I slid a CD into my car stereo, and we drove to the game in separate musical worlds.
About an hour later, I was in the locker room when a cell phone rang. Then another. And then another. The annoying, distracting ring tones disrupted an important conversation I was having with one of the players before the game.
I was more than a bit irritated by the social isolation created by the iPod. And why would middle school boys, ages 12 or 13, need to be carrying cell phones on a Saturday night when their parents were at the game anyway? It felt like gadget overkill to me.
But this is the age we live in, and schools in particular are struggling with how to react to our cultural obsession with iPods, cell phones, personal digital assistants, Blackberries, and other popular handheld gizmos. Mike Lawrence, the executive director of Computer-Using Educators, a California-based association supporting technology use in schools, says that policies nationwide range from rigid 鈥渢hou shalt not鈥� regulations to actually handing out iPods and cell phones for students to use in certain classes. He argues that schools establishing gadget prohibitions are not taking the long view.
鈥淚 think you鈥檙e fighting a losing battle if you鈥檙e trying to fight technologies that are ubiquitous,鈥� Lawrence says. 鈥�69传媒 should think carefully before they prohibit technologies that they don鈥檛 have to pay for and the kids already know how to use.鈥�
I don鈥檛 think schools should fight the influx of technologies, either. They should find ways to harness their powers, especially if such efforts will improve student achievement. But at the same time, schools should have the common sense and authority to know when to say 鈥淭urn it off.鈥�
That鈥檚 the approach taken by the 27,000-student Carrollton-Farmers Branch district near Dallas. 鈥淲e are willing to pilot any tool for the students that we think may have educational value,鈥� says instructional technology specialist La Donna Conner. 鈥淭hat gives us an opportunity to look at the positives and the negatives.鈥�
After hearing that Duke University gives iPods to all incoming freshmen鈥� for downloading and reviewing lectures, listening to books, and other tasks鈥攖he Texas district started a pilot program in which chewing-gum-pack-size iPod Shuffles were lent to select groups of English- language learners and students in one kindergarten and one high school French class. Conner says the devices give students 24/7 access to classroom material. A group of ESL high school students reading The Odyssey, for instance, can listen to the book over and over, anytime and anywhere.
But even as Conner talks up the program鈥檚 benefits, in the same breath she emphasizes that participating students are told that if they use the iPods in other classes, the devices will be confiscated.
In many classrooms, teachers are left to make the rules. Louisa LaGrotto, a Spanish teacher at Westlane Middle School in Indianapolis and the Indiana Teacher of the Year for 2006, takes a common-sense approach regarding the influx of technological gadgetry. For instance, she lets her Spanish I students have classroom conversations in Spanish using their cell phones.
Her colleague Ruth Huff, a computer technology teacher at Westlane, does not permit students to use cell phones in her class. However, she does let them listen to their iPods. 鈥淎s long as the students are working, I have no problem with that,鈥� she says. 鈥淚n fact, many of them are better focused and less social while isolated with headphones on.鈥�
鈥淏etter focused and less social.鈥� That comment showcases the yin and yang of technology, the reality of how it can be both positive and negative, depending on your goals. When, for instance, would you want kids to be more, rather than less, social?
In my case, the answer is when I鈥檓 driving with my 13-year-old, which often provides a perfect opportunity to have a meaningful conversation between a father and a son. That鈥檚 when I need to tell him to 鈥渢urn it off.鈥�
