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PROBLEMS AND SOLUTIONS: TEACHING WITH A MOBILE WIRELESS LAB Anne
Bliss
Introduction Wireless laptop computers in composition classrooms enable instructors and students to access writing and the world immediately, collaboratively, and with great portability. The authors discuss the use of a "hot new item," a recently acquired mobile wireless laptop lab for writing, revision, research, and collaboration in a traditional workshop setting that has become a techno-rhetoric hybrid class. Such mobile labs, at a cost of about $50,000, save approximately a quarter of a million dollars compared with the cost of a fixed-desktop computer mediated classroom. Many secondary and post secondary institutions view these mobile labs as useful financial bargains that substitute for fixed computer labs. However, these labs do present problems that are both similar to and different from a fixed lab. The hardware and software provide flexibility and efficiency, but equipment management, computer skills, teaching with technology, and security pose problems for the instructor, students, and instructional technology assistants. This paper analyzes the most serious problems and provides some solutions for them. "As a tool for writing, word processing is the most widespread application of computers in the classroom" (Parr, 94/95, par 2). Computers are familiar tools to students. A common perception is that the instructor is often scrambling to keep up with their students' abilities. Use of computers as daily tools in the classroom could then put instructors without sufficient skills at a disadvantage. Add an additional perception of lost classroom time and increased organizational difficulties, and many otherwise brave, pioneering instructors will turn away from incorporating such technology into their classrooms. Instructors who do not use wireless laptops in the classroom (and some who do) perceive the most common problem to be lost time. "The biggest problem my students and I experienced this semester was one of time management" (Texas Tech, 1996). However, these authors propose that much of this lost time is a myth. In our practice, we have found that using technology in the classroom requires similar amounts of time as using paper in non-computer-mediated classrooms. Each type of classroom has practices that consume time, and using technology, whether fixed or mobile, presents a different set of issues than the use of paper. Adjusting to these new classroom situations is not difficult, and the increased benefits are significant. Wireless mobile laptop labs create unique problems and opportunities across three broad areas: classroom, instructor, and administration. All involve perceived losses of time for teaching. Below we discuss several of the most prominent problems and offer solutions. Problems and Solutions: Classroom Setup Instructor and student time is taken up with setup of the mobile wireless laptop lab and technical issues that can arise with any computer use. Additional concerns include the time it takes to have students post papers and comments in class. Instructors using the mobile wireless laptop lab must sometimes roll the cart into the classroom, secure it for safety, and always hand out the laptops to each student. At the end of class, the laptops must be returned to the cart and secured for the next class. This process can seem lengthy and appear to take away critical instructional time. When an instructor runs a few moments late, and is already rushed to accomplish the lesson for the day, especially if the cart must be retrieved from storage for the class, the perception of lost time magnifies. Some instructors feel that doing without the computers would be better than to sacrifice so much to have a little technology. Technical Difficulties Still more time may be lost when students find they can't log on, the Internet isn't working, or their particular laptop doesn’t seem to be working. The instructor fields these questions and concerns, fixes what is fixable, solves what is solvable, and continues with the lesson without missing a beat. Technical issues arise when students post papers and peer critiques. Although students are often ahead of us in technology, a surprising number of them cannot attach a file to email, or open an attachment that doesn't work automatically. Some students have expressed concern that their computer skills are not adequate and they are afraid of failure. Writing instructors report, "we lost time ... because of the range of computer experience among them" (Texas Tech, 1996). These students must be brought up to a basic usage level to succeed in the class. Solving these Problems These perceived, and always frustrating, losses of time must be balanced with the time demands in a class without laptops. With a little preplanning and practice, the mobile wireless laptop lab can be rolled into the room within a minute or two. On those rare days when the cart has to be gotten out of storage before class, instructors who arrive a few moments early find themselves in a position to greet students who also arrive a little early. These students have a few moments to use the laptop before class begins. Casual conversation builds closer relationships and offers time to answer questions. More often, the cart is in the classroom already and secured for safety. Students remove the laptops from the cart, sit down and log on. As the laptops start up, the whole classroom seems to pause while everyone waits for the computers to be useable, since all the wireless machines typically work through one antenna and one server. Instructors can use this time to announce goals for the day and ask if there are any problems or concerns as the class begins. This beginning time is perceived as both a handicap and benefit. For instance, about halfway through this semester, some students volunteered that it seemed to take too much time to get started each day, waiting for the computers. In response, several others offered that the use of computers seemed to be worth the time because everything they needed for class was right at their fingertips. It couldn't be lost or forgotten, or left in their printers at home. Paper Pushing In a non-computer classroom, the time used for handing out and starting up the computers would be otherwise used to gather, pass out, and sort papers, separating instructor copies from group copies, and making a special stack for those students who were absent. The organizational difficulties of this paper carnival easily match the potential technological problems presented by laptops. The time apparently lost while waiting for laptops is frequently less than that needed for manual paper pushing. Technological difficulties that cost time in the classroom are similar to other issues that must be taken care of in a regular class. One student forgets his or her paper, while another doesn't bring enough copies. Perhaps most of the members of the group to be workshopped simply don't show up, or another group is trying to get their papers handed out to a group that is mainly absent. These difficulties occur at least as often as any technological problems with laptops and tend to disrupt successive classes as well. The amount of lost time is similar; only the problems are different. Supporting Students The problem of bringing each student to an acceptable level of computer use can be solved in three ways. First, recognize that in any classroom the class structure takes time to explain. Students of different learning styles may adapt quickly or slowly. Second, peer support is an effective way to teach basic computer skills to all students. This can be more effective if, third, the registration process is such that students know they are signing up for a computer-based writing class. Benefits Mobile wireless laptop labs offer many gains to instructors and students. The time needed to incorporate technology into the classroom is balanced by the time saved. Papers cannot be lost and only one posting on the course website provides access for every student. Absent class members can both share their papers and offer comments to the class. Taking attendance becomes unnecessary because each student logs on to share papers and comments. Students can work in groups or individually to review papers and post comments, and illegible handwritten comments are no longer a problem. The quality of each student's comments is apparent to the entire class (and to the instructor for grading). In addition, the course log assists the instructor in recalling who said/wrote what and when. The log records everything that is written: students who are inattentive, not participating or who are responsible, do careful work, and so forth. In the classroom, the mobile wireless laptop lab offers no real time loss and increases convenience to both students and instructors. Problems and Solutions: Instructors Preparation or Disconnect For instructors, a different set of time concerns arise. Preparing for a new class is challenging enough without adding new technology skills. Instructors may express concern that the skills needed for technology are disconnected from effective teaching. Additionally, the technical problems that could arise in class may be beyond the skills they are willing to take the time to learn. Tools and Skills When do we have time to learn new skills? Time is at a premium during the semester, and although many universities offer workshop-style technology opportunities, many of us don't have the time to attend, or to practice the skills they teach. We are often slow to catch on, to grasp the concept of cyberspace, and the methods used to place our classes on the Web. Even after a successful set of workshops, the thought of actually trying to use our fledging skills in real time is daunting. After all, the students are watching our mistakes and expecting competence. Pen and paper have been effective composition course tools in the past, and these are not technology classes we are teaching. Some instructors believe that technology simply interferes in the real writing process and offers no significant improvements. However, "the role of the teacher has been identified as potentially instrumental in creating an environment that has positive effects on writing" (Parr, 94/95, par. 2). The use of mobile wireless laptops adds flexibility that can generate those positive effects. Learning new skills does take time, and learning to incorporate technology into a classroom is no different. The instructor will need training in the skills and tools necessary to conduct the class. This training, which typically includes learning word processing and proofreading tools, research practices for the Web, and using the machinery, can often be accomplished in short order though in-house workshops. The difference here is that these new skills can both shorten future class preparation time and enhance teaching effectiveness. As with any new class preparation, we add fresh information to what we already know. Learning technology is the same: we have new ways to share what we know. Technology can help with that process. Because the technology is neutral, it can be adapted to mesh with every teaching style. Studies have found that "teachers' use of the computer reflected their own educational philosophies" (Parr, 94/95, par. 12). If the teacher’s educational philosophy does not include use of technology, then computers are out. But, today’s students rely upon computers and other technologies. Writing with computers is bound to be in their future, and these wireless labs provide not only the flexibility most teachers want in their classrooms, but also guided practice that will be useful in the students’ post-collegiate lives. Benefits The time saved by incorporating technology into teaching styles can be significant. "I was able to keep my students informed of news and assignments and changes in plans constantly without having to waste class time talking about these things" (Texas Tech, 1996). Though it costs time to learn to place your class materials on the web, access to those class materials is instantaneous for you and the students. When a student must be absent, the handouts, assignments, or other student papers are accessible. Office hours can be reserved for actually helping students instead of playing catch up with absentees. At the very least, time spent standing at the copy machine can be nearly eliminated and the paper savings can add up to a couple of reams per student per term. Bringing technology skills up to real-time levels is a step-by-step process. Even students don't expect instructors to demonstrate network administrator-level skills in the classroom or on the websites. Starting small and making mistakes is an expected way to learn. When instructors add something technologically new in each class preparation for each semester, picking and choosing what works in each individual case, in a few short semesters the technology will be a part of the class design and the learning curve will be low. Adding technology skills saves time both in class preparation and delivery. The learning curve can be decreased so that it is manageable. Problems and Solutions: Administration Administrative time lost is often more than simply a perception issue. With the use of a mobile wireless laptop lab additional administrative responsibilities are unavoidable. The issues, however, are no different than concerns for other expensive equipment. For any successful use of this lab to benefit classrooms and instructors, administrative concerns have to be carefully handled to decrease tension between staff and instructors. Security and maintenance are the dominating concerns burdening administration. Although instructors may stroll into class, unlock the cart, hand out laptops and put them away after class, the responsibility for the security and maintenance of the mobile wireless lab continues. The burdens are increased because these laptops are, by nature, in the classroom and far away from the main office of administrative staff. In addition, training new instructors, changing policies, fielding maintenance emails, and supplying the printer creates significant additional work for staff. Security Security issues are problematic with multiple instructors and students using the mobile wireless laptop lab every day. Administration is responsible for coordinating users, securing storage keys, cabinet keys, media cabinet keys, security cable keys and keys to the laptop cart itself. Administration must hand out, gather and record usage agreements each semester from instructors and students. Instructors who are expected to communicate absences or temporary changes in classrooms sometimes forget to tell others, and administration must secure the lab. These additional burdens can reasonably be expected to create resistance and tension between instructors and staff. Maintenance Maintenance is a constant issue with computers, and mobile wireless laptop carts are a special challenge. The cart is used each and every day, and administration must find a competent network administrator to service these laptops at least one evening a week. Insurance for the laptops creates similar concerns. Final responsibility for security and maintenance must always clearly rest with administration. Benefits These significant issues exist in contrast to the benefits students and instructors may enjoy from the mobile wireless lab and can only be lessened with good communication strategies between instructors and staff. To encourage good communication and rapport, instructors who use the mobile wireless laptop lab should self-select to teach with technology, rather than simply be assigned the task. In this way, a cohesive, willing group of instructors would be formed who can share some of the administrative burdens. For instance, these self-selected instructors would be a department's technology committee, addressing teaching with technology issues ranging from pedagogy to physical logistics of handling the mobile lab. The members of this committee would achieve effective communication and problem solving because their concerns and goals would coincide. They could handle most issues that affect daily security and supplies for the mobile lab. This would decrease the burden on administration by providing direct communication for changes and training. Conclusion Computers are familiar tools to all instructors and students. Using these tools in the classroom is the natural next step. By acknowledging the benefits in classrooms and to students, and by working to lessen the impact on administration, computers can be incorporated smoothly into all teaching styles. The common perception that adding technology to the composition classroom takes time away from instruction is a myth. As much time is saved as is taken away. Connecting classrooms, students, and instructors to the world offers many additional benefits. The rewards include limitless materials to enrich discussion and enhance understanding. After using a computer classroom, some instructors have reported, "the student essays that made up the final portfolios included some of the best I have ever received" (Texas Tech, 1996). Instructors concerned that technology is too time-consuming to learn and only takes away from their own style should take another look. The time invested in learning gives a strong return of time saved for future classes. Adding small chunks of technology each semester can significantly reduce the learning curve. Using mobile laptop labs enables flexibility in scheduling, location, teaching, and learning that may not be available with fixed computer lab classrooms. For classrooms and instructors, the drawbacks are balanced by gains. "Despite the difficulties we experienced this semester, the final comments of my students, in which I asked them to evaluate their experience in a computerized writing class, makes it clear to me that using computers and writing are complementary activities" (Texas Tech, 1996). For administration, strategies to involve instructors in some of the tasks will help to relieve the burden on all. "Change may be icky, but educators who capitalize on the relationship between technology and education reform can help students develop higher-order thinking skills and function effectively in a world beyond the classroom" (Goddard, 2002, p. 7). All writing program instructors and administrators are pioneers in effective teaching strategies already. We should not hesitate to take on an additional challenge and make it our own. Works Cited Parr, J. M. (Winter 94/95). When pens are passé: Students reflect on written composition. Journal of Research on Computing in Education, 27(2), 221-231. Goddard, M. (Fall 2002). What Do We Do with These Computers? Reflections on Technology in the Classroom. Journal of Research on Technology in Education, 35(1), 19-26. Texas Tech University (1996). Computer Classroom reports. http://english.ttu.edu/Computer/reports.html (retrieved February 2003).
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