Jason Fertig explains in a Martin Center column why the emergence of the smartphone has had a negative impact on college instruction.
A few years ago, something changed in class.
I customarily taught classes where my students read multiple books, wrote thoughtful reflective essays, and came to class prepared to engage in rich discussions. I’d often come to class with a few notes and the goal of being extemporaneous for the duration of the class. Every student was not a Rhodes Scholar, but the majority stayed engaged for classes up to three hours long. Even though my job was draining from facilitating the conversations in real-time, it was the most fun I had in a classroom.
Then, all of a sudden, the fun stopped.
My students slowly appeared more disengaged in the classroom. Anyone who has led a good discussion knows that “conducting a symphony” feeling that the best sessions possess. But there was no energy to facilitate around the classroom. My students completed their out-of-class preparation, but they were much more passive when they arrived in class. This wasn’t just a random draw of introverts, every successive class seemed to be more passive.
I was able to adjust to the passivity by providing questions to prepare in class with their classmates for discussion, but that’s not nearly as much fun. I want everyone reacting to each other.
Because my nature is to try to understand others instead of just pushing back, I pondered about the causes of this behavior. Generational? Did I unknowingly change?
Then, a light bulb lit up as bright as a fireball – smartphones!
