we started exploring some of the tough questions on texting

Tough Questions on Texting in the
Classroom

By Maryellen Weimer, PhD
(Article in Faculty Focus – Nov. 1, 2012)

It’s time we started exploring some of the tough
questions on texting. The May issue of The Teaching Professornewsletter
contains highlights from a survey of almost 300 marketing majors about their
texting in class. The results confirm what I’m guessing many of us already
suspect. A whopping 98% of the students reported that they had texted some time
during the term in which the data was collected. They did so for an
unimpressive set of reasons, the most popular being “I just wanted to
communicate.”

Fifty-six percent of the cohort said they were
currently taking a class in which the teacher banned texting. Forty-nine
percent said they texted anyway. As I note in The Teaching Professor,
this article is a great resource. It contains references to other studies
documenting the use of texting and cell phones in college classes, and it
features an excellent discussion of the physiological reasons why the human
brain is not good at multitasking, despite the fact 47% of the students in this
survey believe they can text and follow a lecture at the same time.

However, the real value of this research is that the
findings and the authors raise tough questions about texting. Does it make
sense to ban texting if students ignore the ban and teachers back away from
enforcing it? Can a ban be enforced? How about in a large course, can it be
enforced then? Should it be enforced? The researchers note that at one time
most faculty objected when students brought food and drink into class and now
that’s accepted in many classrooms. What are the costs of enforcing a “no
texting” policy? How about public altercations with students that erode the
climate for learning in the classroom? But texting itself erodes the learning
atmosphere of classroom, doesn’t it?

What about taking the
“if-you-can’t-beat-them-join-them” approach? The researchers cite a
number of references in which faculty describe ways and means of using texting
to enhance the learning experience. I worry that texting for legitimate reasons
serves to validate its use for any reason.

Does texting show a lack of respect? Perhaps, but are
students doing it because they want to disrespect the teacher? Or are they
texting simply because they do it everywhere else and don’t see the classroom
as being any different. I regularly see faculty texting during my workshops. Am
I being disrespected?

Here’s a student comment (cited in the article) that
raises the toughest question of all: “For me, I only text when I am bored,
so if the teacher sees that maybe they can change their teaching style.”
(p. 36) The researchers write, “Given the research on multitasking and
brain function, the real question is not whether texting in class lowers
academic performance, but why does a class not produce enough cognitive load
that texting would disrupt it?” (p. 36) In other words, why isn’t the
content in our courses interesting and
challenging enough that students realize if they text, they will miss something
important?

No, I’m not naïve—too old for that. I know that a
divine visitation could be occurring in class and some students would still be
texting. Moreover, not everything we teach, not even the stuff that the students
reallyneed to know, titillates with excitement. Sometimes we have to
pay attention when it’s boring. And most of the time our attention cannot be
divided for learning to occur. Somehow students must confront the fact that
they can’t be texting, listening to the teacher, and taking good notes. They’re
going to do one well and the others poorly, just like the rest of us when we
try to multitask. Late last year I tried to listen to a webinar on Medicare
while cleaning my desk and writing notes for a blog post. I later had to spend
hours trying to rectify the mistakes I made when I signed up for Medicare.

The questions about texting are tough because they
don’t have easy answers. I don’t think there’s one simple policy that solves
the problem and constructively resolves the issues. But I don’t think that
excuses us from confronting the questions.

Reference: Clayson, D. E. and Haley, D. A. (2013). An introduction to
multitasking and texting: Prevalence and impact on grades and GPA in marketing.
Journal of MarketingEducation, 35 (1), 26-40.