Accentuate the Positive:
Using Wireless Internet in
the Classroom to Enhance
Student Engagement
Carol A. Miles, Ph.D.
Carleton University
Ottawa, Canada
The Wireless
Classroom
Perhaps the single greatest impact on
the university classroom in history
Impact on Professors
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Students are no longer a “captive audience”
Many forces, both passive and active competing
for their attention
Students are able to communicate with each
other in class invisibly (i.e. you can’t see them
passing these kinds of “notes”)
Students can (and do) use Internet resources to
check the veracity of what you say in class
From the Toronto (Canada) Globe
and Mail, October 16, 2007
Distractions, of course, are nothing new to students. There have
always been sarcastic notes to pass, important doodles to draw,
hangovers to recover from, and classmates to ogle, but the
competition for student attention has never been as fierce as it is
today. This state of over-stimulation fed by constant connectivity
leads to a phenomenon dubbed "continuous partial attention" by
Linda Stone, a lecturer and former Microsoft executive. Her thesis
is that the need that digital workers and students feel to monitor
everything at once is driven by a constant fear that they might miss
something important. The result is a high level of stress,
accompanied by an inability to devote full attention to what is
happening in front of them.
KEN HUNT
Globe and Mail Update
October 16, 2007 at 12:00 AM EDT
But…..
Greatly enhanced ability to
engage students during class
activities through connection
with limitless resources
In other words…
A disadvantage is that the world
gets to come freely into the
classroom, but…
The classroom also gets to go easily
out into the world – more easily than
ever before
Impact on Students
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Ability to carry on numerous tasks simultaneously while
in class (this is both benefit and detriment)
Culturally and socially difficult for them to avoid the
immediacy of online communication
Difficult to avoid the distraction of other students’
open laptops
They believe they are easily able to handle the multitasking inherent in being online in class (but can they
really…?)
For our consideration
 Are
students only distracted because
they are not engaged in the lecture due
to teaching methodology?
Many Universities are priding
themselves on the innovation of the
totally wireless campus
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Becoming the standard worldwide
As municipalities become totally wireless, it will
be difficult to avoid classroom access
PDAs (Blackberries, iPhones) already provide
easy wireless access
Many professors are not embracing
this technology with enthusiasm
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Many call for a way to “turn off” internet access
in individual classrooms
As broader areas are covered with wireless
internet access, this becomes a technical
impossibility
A common practice is the “banning” of laptops
in the classroom
This introduces a brand new and
predominant issue the management
of today’s classroom
Suggested Classroom Management
Techniques
(One size does NOT fit all!!)
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Instructors have the prerogative to allow or
disallow laptops in the classroom. Due to the
nature of a specific class, laptops during class
time may not be the most appropriate tool to
use.
Instruct students to email you at the end of the
class period attaching their notes typed in class.
http://it.nmu.edu/Faculty/laptopuse.htm
Classroom Management Techniques…
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Ask students to close their laptops to observe.
Speak behind them to observe their screens.
If inappropriate screen content (e.g. sexually
explicit, etc.) quietly ask the student to not
display that screen in your class BECAUSE you
are concerned it will be distracting to others.
Classroom Management Techniques…
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Encourage peer discipline, e.g. tell the person
sitting next to you if it bothers you. In classes
where there are teams of students, this works
moderately well because they are more
comfortable with each other. Tell a student if
you believe they have crossed a line and it will
affect their participation grade. After that, it is
their choice.
Classroom Management Techniques…
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Have the students follow along with the PowerPoint
slide in Design mode (not Run mode). Show them how
to take notes in the bottom of the screen so they can be
occupied both mentally and physically during lectures.
Incorporate blank or incomplete slides which they must
finish after the lecture. These are spaced about every 45 slides. If they are effectively using their laptops for
note-taking there is less time to play games or go
online. Doing so means they have missed points in
lecture.
Classroom Management Techniques…
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Give interactive exercises in class that require
Internet search, compilation of facts, group
assessment of information, or other active
outcome. Again, the task requires their attention
so they are less apt to diverge to online misuse.
If there is evidence of misuse, discuss one-onone with that student, rather than imposing
some restrictive, impossible-to-effectivelyenforce rule on all students.
Actively Discuss Laptop Use in
Course Outline
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“Computers are to be utilized for coursework
and activities related to coursework. Do not use
computers for entertainment during class
meetings.”
“Do not display material on screen which may
be distracting or offensive to your neighbor.”
“Use headphones for activities that require
sound.”
http://it.nmu.edu/Faculty/laptopuse.htm
Actively Discuss Laptop Use in
Course Outline
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“Negative participation (surfing, gaming, chatting,
emailing) in class will reduce your participation grade by
at least 1/2 letter grade - you are a distraction to others
sitting nearby and to me.”
“You are expected to be punctual, alert, and prepared
for the class. You will be considerate of the instructor
and other students, which includes not keyboarding or
checking e-mail while information is being presented.
Please turn off instant messaging during class time and
refrain from playing games on your computer.”
http://it.nmu.edu/Faculty/laptopuse.htm
Actively Discuss Laptop Use in
Course Outline
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“Appropriate Classroom Laptop Use...Although having a laptop
in class opens up new learning possibilities for students,
sometimes students utilize it in ways that are inappropriate.
Please refrain from instant messaging, e-mailing, surfing the
Internet, playing games, writing papers, doing homework, etc.
during class time. Acceptable uses include taking notes, following
along with the instructor on PowerPoint, with demonstrations,
and other whole class activities, as well as working on assigned
in-class activities, projects, and discussions that require laptop
use. It is easy for your laptop to become a distraction to you and
to those around you. Inappropriate uses will be noted and may
affect your final grade.”
http://it.nmu.edu/Faculty/laptopuse.htm
Harnessing the Power of
Wireless in the Classroom
The good part of all of this……
Sound Pedagogical Theory
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Cooperative Learning (Johnson & Johnson,1994)
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Constructivism (Bruner, 1983, 1986; Vygotsky, 1978)
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Learning Styles (Gardner, 1983)
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Problem Based Learning (Collins, et. al., 1989)
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Higher-Level Thinking Skills (Resnick, 1989)
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Connect to Real World Knowledge (Lampert, 1986)
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Applying Knowledge (Carroll, 1990)
From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of
Technology Presented at EDUCAUSE 2004, Denver
Classroom activities that take advantage
of wireless access….
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Debates
Case Studies
WebQuests
Online Surveys
Online Research
Specialized Software
Digital Video
Production
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Polling students
Brainstorming
Using Java Applets
Viewing Streaming Video
Collecting Fast Feedback
Creating Quick Web Pages
Locating Web Articles
Submitting to “pedias”
Debates
Divide students into learning teams
(3-4 students)
Introduce topics of discussion
Assign teams topics (for and against)
Teams post ideas in online discussion board
Winners get bonus marks
Examples
Should North American share one currency as Europe has done?
• Should we have standardized tests in Education ?
• Is communism ever a viable method of government?
•
Adapted From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack,
University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.
Case Studies
Present case study (text and/or video)
Have students work in teams of 3 to 5 to come up with
a solution
Post solutions and questions in a discussion board
Respond to another group’s solutions
Examples
Difficult social work case scenarios
 Challenging business organizational problems
 Engineering design problems
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Adapted From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack,
University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.
WebQuest
Well organized web-based
research activity
Work in groups of 3-4
Provide key starting resources
Clearly defined role for each group member
Bring together work in final project
Examples
Math on Trial
• Comparing teaching philosophies
• See http://webquest.org/
•
From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of
Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.
Course-Specific Research
Students can be asked to search for information on
specific topic
Can use university’s own library resources and electronic
databases as well as web resources
Key is to make sure that students evaluate quality of
resources used (i.e. understand limitations of resources
such as Wikipedia)
Examples
Survey
research in any discipline
Collecting examples of good lesson plans, business plans, financial reports, lab report formats
Any topics related to course material can be the basis of good activities
Adapted From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack,
University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.
Online Surveys and Inventories
Find survey on topic being discussed
Create your own survey
Good introductory activity that gets personal
involvement
Examples
Learning Style Survey
 Basic knowledge of vectors at the beginning of a math course
 Political views
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From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of
Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.
Java Applets
Find related, interactive applets ahead of time
Have students interact to solve problems
Can be used for practice, exploration, and/or
demonstration
Examples
 Math Virtual Manipulatives (for math)
www.engapplets.vt.edu (for engineering)
www.falstad.com/mathphysics.html (for math, physics and
engineering
www.colorado.edu/~mcclella/java/zcalc.html
(for statistics)
Videos
Short video clips on specific topics
Can be used for demonstration purposes
Ideal for linking to real world knowledge
Examples
Annenberg Video Collection
(for Education)
 Illustrating physical properties and machines
 YouTube is a great resource but do your homework ahead of time
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From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of
Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.
Collecting Fast Feedback
Use a free online survey tool at www.getfast.ca
2-3 questions to get student feedback on class, pace,
assignments, confusions, questions
Give students 5 minutes at the end of each class
Examples
www.getfast.ca
• Were the learning objectives appropriately addressed?
• Was grading fair and appropriate? Is the course pace OK?
• Can also be used for quizzes and no-or-low-point-value tests in class to test
understanding of content
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Web Articles
Find current article, table of statistics, website on topic
Nice introduction – focuses class
Relates knowledge to real world
Examples
Announcement by government departments
 Article in paper or journal
 Discipline-related statistics or very current facts
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From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of
Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.
Polling Students
Use a survey tool such as www.getfast.ca to poll
students whether they understand
a concept
Can look at results immediately
Gets students to focus
Allows teacher to back track
Examples
Did you understand how to do problem A?
 What questions do you have?
 What don’t you understand?
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Eliminates the need for
remote response (clicker)
systems
Software Access
Many thousands of software titles and help resources are
available online
Teach and use software in context of lesson
Student access software immediately, use within lesson
often for free
Examples
Subject Specific (e.g., Science)
 Career Specific (e.g., marks programs)
 Creative (e.g., web page, photo editing)
 Utilities & Productivity (e.g., Camtasia,)
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Advantage when using
specialized software:
Students can often each download
a free trial version for use in class
that day, eliminating the need to
purchase expensive licenses
Submitting to “pedias”
Have students research small areas that could be sent in to
the Wikipedia or other “pedias”
Instruct them how to submit this information
Tremendously rewarding for those whose submissions are
accepted
Examples
Examples of Symptoms of Psychological Disorders
 Biographical Details of Historical Figures
 Details of Local Legal Cases
 Statistics Regarding Sports Figures
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Descriptions of Discipline-Specific
Activities
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http://www.uwstout.edu/tlc/laptops.htm
http://it.bridgew.edu/FacStaff/notebook/bestpractices/index.cfm
http://www.math.clemson.edu/~bmoss/laptop_pedagogy/
www.math.clemson.edu/~bmoss/laptop_pedagogy/LaptopsHu
manitiesEngSci
http://www.edutopia.org/tech-integration
http://amps-tools.mit.edu /
tomprofblog/archives/2006/05/727_enhancing_l.html#more
http://www.leasttern.com/workshops/EnglishLaptop.html
http://ltc.udayton.edu/faculty/eclassroom/index.htm
In conclusion…..
With proper classroom management
techniques, wireless offers tremendous
opportunities to transform the
university classroom into a space that
offers unlimited opportunities for
student engagement
Contact Information
Carol A. Miles, Ph.D.
Director, Learning Technologies and Teaching Support
Adjunct Professor, Psychology
Educational Development Centre
Carleton University
1125 Colonel By Drive
Ottawa, Ontario Canada
K1S 5B6
Telephone: 1-613-520-4027
email: carol_miles@carleton.ca
website: www.carleton.ca/edc