Friday, February 26, 2021

Screen Time for College Students

    Technology has become even more prevalent in education in the past year in ways that we may have never imagined it to.  In February 2020, if you had told me or any of my classmates that one month later the only way we would be able to attend class would be virtually, we probably would’ve thought you were crazy.  However, COVID-19 managed to make that crazy thought a reality.  One day we were leaving for spring break, a week later we’re told that we get an “extra week of spring break,” and then the next week we’re told that the university, along with every other school in the country, would not be holding face-to-face classes for the rest of the semester.  All of our class meetings were now held over Zoom, discussion posts became the one of the only ways of communicating with our peers, and all of our assignments were turned in using technology.  I was one of the “lucky” ones.  My adjustment to online classes was pretty simple, since three of my classes were already fully online, one of them already offered a Zoom option for students who couldn’t make it to class, and the fifth class was one that could be taught through PowerPoint slides and didn’t require any virtual meetings.  

            College students all over the world have had to learn how to adjust to their education being taught almost fully, if not fully online.  Multiple pinned tabs for different homework websites and new accounts created for each of them.  But when does the technological aspect of school become too much?  I thought about how much screen time I have for school-related purposes during a week:

1.     Discussion posts: 45 minutes

2.     At least 4 math assignments: averaging about an hour for each

3.     1 journal entry: about 30 minutes

4.     Reading articles: about 1 hour

5.     Looking at a screen in class: about 8 hours

These all add up to about 14 hours of school-related screen time each week.  Of course, this does not include additional projects or assignments that vary from week to week.  Sometimes it feels like I never get a break from my laptop or do anything school related without technology.  I never go to sleep anymore without charging it in fear that I will unexpectedly need it at some point the next day in class.  This time spent looking at a computer screen can really start to mess with your eyes and your head.  For example, just earlier this week I was working on assignments for what seemed like several hours throughout the day.  By the time I was finally finished, I had such a bad migraine that I couldn’t even look at my phone long enough to watch a TikTok, and all I wanted to do was go to sleep so that I could close my eyes.  Sometimes I wish school would go back to how it used to be.  Most assignments were done on paper and articles were usually paper copies that were handed out to read, rather than everything being on a computer screen.  I also think there is a correlation with how distracted I am while doing homework on a computer versus on paper.  When I do homework on my computer, I am easily distracted by notifications that pop up or ads on websites, which lead me to spend more time on my computer and leading to even more screen time.

            The recommended screen time per day is two hours.  My screen time every day is much higher than what is recommended.  Based on my average from earlier, I spend about 2 hours looking at a screen everyday (including weekends).  Outside of school, I use my phone for social media and to play games to pass time.  I also use a computer screen at the restaurant where I work.  Staring at a computer screen (especially while focusing on reading articles, typing an essay, or taking notes during a lecture), causes you to blink less and makes your eyes dry out quicker.  Your eyes can also just become tired from looking at a screen for a long period of time, which can lead to headaches or migraines.  

            It is important for students who spend more than the recommended screen time on a computer to take breaks, turn the brightness down in darker rooms, and to turn on “night mode” if it is available.  Night mode is pretty common in social media.  Turning the whole screen black instead of white takes a lot of strain off of the eyes.  However, some programs that we use for school, such as Microsoft Word, homework websites like WebAssign, and D2L do not always have this mode available, and we are stuck looking at a bright white screen all the time.  Some computers have settings that can either be automatically or manually turned on in darker rooms that causes the white screens to not appear as bright or white to also help prevent eye strain.  There are many other steps that can be followed to help prevent dry eyes or eye fatigue.  However, even following these simple steps can help make a huge difference. 

Thursday, February 18, 2021

A Teacher's Search for a Technological Elixir

           With the plethora of technology that is available to educators, it is quite daunting to be held responsible for implementing the best products into one’s classroom. It seems like everyday more and more software flashes across the screen with a new twist claiming this development will be the one tool that will launch your students into success never dreamt before. Then, there is the situation of being reluctant to envelop any new technology since the techniques and teaching styles being used now are already proving to be effective. What is the right move? What is the right course of action to take in this age where technology is calling the shots?

Before that question is answered, let me share a thought that I have frequently. For a while, I have been keeping mental notes of what the supposed “best” way to distribute and share mathematical course material is. Here are some of the main contenders: SmartBoard, generic whiteboard, document camera, slideshows, and videos. Out of all of these, I am proud to say that my favorite is (drumroll please. . . ) using a simple whiteboard! I have concluded that the whiteboard is my favorite medium through which I am taught because of the following. When a teacher writes on a whiteboard, the information is tangible; I could go up to the board and touch the markings on the board, look at my hand, and see the residue of the EXPO markers on my fingertips. The fact that there is no obstruction between by mind and the whiteboard is fantastic. Now, let us analyze the document camera and a slideshow. When mathematical material appears here, it still is right in front of me; I can see it and learn from it clearly. However, if I went up to the screen and reached out my hand, I would not see its remains left upon my skin.

Now I must clarify that I do very much enjoy learning from the document camera and slideshows; I can testify I am still learning the material. There is just a tangible factor about the whiteboard that none of its counterparts possess. Now how can I say this? The whiteboard is old news, an anachronism. Surely newer technology has already perfected the idea of a whiteboard and overcome its shortfalls? The answer to this question is yes and no; it is here where the truth resides. We will all have different preferences on technology! No one product is going to be everyone’s favorite or do the best job. As a student I prefer the whiteboard, but as a teacher my stance could change. As a teacher it will be important to remember that just because I am the head of the classroom does not mean I must use my favorite applications all the time, every single day. Not only will students become tried from the monotony, but also they want their favorite applications to be used! We need to learn how to think of technology as a toolkit of equally helpful methods and styles, and not a contest of which technology is best and which is worst.

           As young teachers enter the classroom, creating new notes on slideshows, composing Kahoots, and mastering the art of generating videos can be inundating. Experienced teachers know that finding a balance and personal groove can take years to figure out, so don’t stress. When we ask ourselves the question what the best course of action in a technologically dominated realm is, the answer is there is no perfect app or perfect software. There is no right way; rather, use many different tactics, and keep students guessing every time they walk into your classroom. A teacher’s search for a technological elixir ends right when he or she looks into the mirror. Just like Batman’s utility belt, we have the capacity to use what is at our disposal, no matter how antediluvian or modernized.

Thursday, February 11, 2021

Technology's Impact on Math Homework

After my classmates and I shared different educational apps with each other in our Technology for STEM Educators class this week, there seemed to be a common theme running with almost half of them.  While a few of the apps were amplifiers that consisted primarily of creating more effective and efficient ways for students to learn and grow, many were just apps that churn out answers for students.

Recently, there has been an increase in the number of apps that solve equations for students who need only to take a picture of their problem without putting forth any effort. These apps pose a problem for educators and make assigning homework and evaluating students a challenge. Cheating has always been and always will be something students find a way to accomplish whether it be with homework, tests, or quizzes, and these apps make it so easy that even kids who may not have cheated before will use it. These apps and other related software have become so commonplace that even social media giant Snapchat has included a feature on their app that solves problems for students. While if used effectively, these apps could be great for students to turn to when stuck on a problem, this is not what students do.  

We as future educators need to realize the popularity of these apps and realize that while it is almost impossible to keep our students from using them outside of the classroom, we must prioritize learning rather than getting the right answer. Too often students are so focused on getting the right answer and not following the right processes to obtaining them that they miss the whole point of the assignment. Students chasing an A+ on every assignment by taking the easy route will have more trouble when it comes to future tests or problem solving in their future careers. These apps are something students turn to way too quickly rather than struggling with a couple homework problems and becoming better learners.

While it would be easy to knock the students for taking the easy way out with these apps, I think it is essential that teachers find ways to make it less appealing to use these solvers. This reaction might come in the form of flipped classrooms, homework having a lesser impact on final grades, or having regular quizzes to ensure students have a solid grasp on the material and the processes. Controlling the learning process while students are in my classroom seems to be the most important way of doing things and keeping control of students learning. While completely giving up on assigning homework is not the right decision, assigning hours of homework every night can oftentimes be counterproductive. I know that when I was in high school, having activities and up to 5 other classes where homework was due, I sometimes found it impossible to completely immerse myself into the homework. Having smaller grade percentages based on homework can help students realize mistakes can be a good thing and struggling through an assignment can end up helping them out in the long run.

As they are new, these apps and recent technologies have many positive impacts, yet some pose many problems to education, and it will be our job as future teachers to find ways to combat cheating and find ways to make learning their best option.

Thursday, February 4, 2021

Should Educators Continue Some Form of Online Learning

     The Spring 2020 semester started and I'm sure many educators thought that it was going to be another regular semester. Oh they could not have been more wrong. As we all know from experience, COVID-19 hit the world by storm and flipped most lives upside down. Educators were not immune to this struggle at all. Teachers all over frantically figured out how to work ZOOM and post lectures and online content so their students could receive the education they need. That semester could not have gone worse for most teachers.

    While this time of struggle was not enjoyable for many, it did bring out some creative and innovative ways to get students to learn away from the school classroom setting. During this time teachers were able to figure out how to record lectures so students could see what was taught even if they weren't in class. On top of that, ZOOM allowed for students to attend live class and have real life/time experiences with their teachers while learning. These kinds of innovations allowed for many classes to progress educationally during the difficult times.

    As a student, I enjoyed having all of these online resources to go to. Although I attended every single class (alright maybe not, but let's say I did), I found myself forgetting specific things my professor said about a topic. Before Spring 2020, I would have been freaked out because I would have to go to classmates or the teacher themselves to get the information. With the increase of use of technology and online resources, I was able to just find the lecture and get the information from there. I think from a student point of view, online learning and resources can allow for enhanced learning outside of the classroom.

    As a future educator, I can't help but feel bad for most teachers during this time. Teaching by itself is a job that requires lot of hours and focus to ensure students are getting proper education and a good learning environment. Teachers during this time not only had to fulfill these duties, but also pump out online content and record lectures to make sure students could learn. This essentially doubles the job of the teacher, so the question has to be asked: should educators continue with some form of online learning for their students? An obvious answer to the problem would be to pay teachers more so they feel the extra work and hours are well worth it, but unfortunately this will probably not happen for the foreseeable future. I think that it would be very beneficial for all kinds of students to have recorded classes to go back to when they miss class. While this might encourage more kids purposefully skipping class, I think it would be helpful for students to still receive the lesson rather than no learning at all.

    Overall, COVID has produced various types of new classrooms that allow for students to learn. These new types of classrooms utilize technology to produce education outside of the classroom. I hope that in the future more teachers can utilize these technologies to enhance their classroom and the overall learning experience for their students.