Mobile technology at my school is neither banned, nor allowed, rather, it’s in a constant state of flux. Somedays we seem to make huge leaps in the use of mobile technology, while other days we seem to be more like Luddites. Here is a brief overview of the situation at my school and my analysis of the situation.
I won’t delve into censorship or political concerns as I briefly touched on these in a previous discussion post. It is not an exaggeration to say that rules are created, discarded, enforced and ignored at my school in a constant and dizzying cycle. A common phrase used to describe this cycle is: “This is China”, but I don’t think it can be explained by three empty words. The administrative structure, or chain of command, at my school is complicated and there are many cultural considerations at play that are not appropriate for me to speculate on because it’s not my culture. However, I can say that the structure allows many people to create rules and leaves others to enforce them. Communication is not always clear, so no one seems to know who created the rules or who is responsible for enforcing them. With that little bit of context, let me present you with some examples of mobile technology related “rules” from the past few years:
- Cell phone signal blockers installed in the student dormitories, blocking all cell phone signals (not just 3G/4G–EVERYTHING!)
- Removed after parents complained its adverse affect on student health.
- Certain classes given 1:1 laptops and wifi. Other classes not provided with laptops, no wifi access, and BYOD wa (and still is) forbidden.
- Parents’ committee suggested that students could bring cellphones to school, but they would be confiscated by their homeroom teachers during teaching hours (7:20am-10:00pm, Monday-Friday). The school accepted this suggestion and enacted it last year.
Are these rules strictly enforced? The short answer is no. This is a good thing, because it means there is room for negotation and change. Allow me to attempt to analyze the situation.
Our school is not short on mobile technology. We have a bank of 40 laptops that can be checked out for any teacher to use in class. Most students have a smartphone; a recent survey of grade 10 students revealed that only 11 students out of 379 do not have a smartphone. 3G and 4G access in Shenzhen is affordable (I pay 5 CAD a month for 300mb) and almost all students have access via their phones. Six classes have 1:1 laptops and wifi access. Sounds incredible, right? Wrong. We’re in mobile technology limbo. The following situation is typical of how the integration of technology is approached.
Our bank of laptops arrived a few months after two (Canadian) teachers attended a 21st Century Learning conference. The teachers came back full of ideas, armed with printouts of resources and countless links to educational websites which were informative and useful (that’s how we got started with Edmodo, which I loved.) The school, encouraged by the teachers’ enthusiasm, bought in to their suggestion to purchase a class set of laptops and they arrived in the blink of an eye. However, at the Canadian staff meeting where this idea was introduced, I, along with the other IT teacher, had advised against moving forward so quickly. Our issue was that there was no implementation plan. No one had considered what software would or should be purchased, how the laptops would be monitored (our IT labs have monitoring software), if the school’s network could support the increased bandwidth demand, or, even the most basic consideration—how would the laptops be used? Our concerns were pushed aside, deemed pessimistic and anti-technology. At the time, I was frustrated by being labeled anti-technology, but now I find it funny, considering our questions are some of the considerations found in Bates’ (2014) SECTIONS model.
After reading Ciampa’s (2013) study results, I believe the teachers who made the suggestion to purchase laptops were motivated by some of the same discoveries outlined in Ciampa’s study: they saw the laptops as an avenue to motivate students to challenge themselves, pursue their curiosity, and take control of their learning. However, without a plan in place for the implementation, the students never had the chance to get to this point. The laptops sit mostly unused in a locked cabinet. When they are checked out, they are used solely for word processing. Why? The only software on the laptops are the preloaded offerings, there is no monitoring software, the school’s network couldn’t support the addition of wifi access for each classroom, and no one seemed to know what they wanted to do with the laptops. I could gloat about being right, but I feel awful that the school’s investment is lying dormant. It’s sobering to know the school has the resources to get almost anything we ask for, yet we do not use our resources to their full potential. That’s part of the reason I am in the MET programme—so that the next time we discuss purchasing technology for the school I am in a position to give a recommendation that is buoyed by a degree and a belief that I have the expert knowledge to give the recommendation.
Does our school have the potential to use mobile technology to motivate student learning in some of the ways revealed by Ciampa’s (2013) study? I think so. However, I think the first step is for each teacher to look at their courses and decide how and when they could use technology. Second, we must develop an acceptable use policy for cell phones so that all invested parties (parents, administration, teachers, and students) are on the same page; then, and only then will the arbitrary rules and the arbitrary enforcement of said rules end. Finally, we must develop an implementation plan for our bank of laptops–it’s better late than never, right?
Disclaimer
I always feel hesitant when contributing discussion posts because my situation is difficult to compare to Canadian contexts. The culture here is so different (and that’s not good or bad, it’s just a statement), that I feel like many instinctively feel that my situation is strange, or incorrect, or just plain wild. While my situation can be challenging, it’s not insurmountable and there are so many positives to working at a school like mine; it just so happens that our experience with mobile technologies hasn’t been overwhelmingly positive. What this post doesn’t outline is how supportive the administration is of my pursuing my masters in this programme, or how they send me to conferences and professional development events frequently (two this year!) As a school, we’re continuously learning how to work together and respect both Canadian and Chinese culture, teaching methodologies, and communication styles. I want to be clear that I’m not bashing my school, the culture, or my situation, rather, I’m trying to give an accurate indication of my personal experience.
References
Bates, T. (2014). Teaching in a digital age. (Chapter 8). Retrieved from http://opentextbc.ca/teachinginadigitalage/
Ciampa, K. (2013). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/jcal.12036/epdf