Leave that old three-ring binder and pen at home. Many Fairfield students are now lugging their laptops to a “Smart Room” for English classes that revolve around computer technology.
Professors of six introductory English courses that integrate laptop computers in their classes are finding positive outcomes. Although there are not significant grade differences between classes with and without laptops, there seems to be increased enthusiasm and engagement in class according to the teachers interviewed.
“It’s awesome,” said Steven Belnavis ’09, who has found it is easier to transport and submit assignments using his laptop.
Students who register for these classes are required to have their own laptop to bring to class, which is explained in the course description.
“Once you try out what a computer can do in a classroom, it’s really quite dazzling,” said Richard Regan, assistant professor of English.
Out of 49 students surveyed who have worked in one of these classes, 48 would like to continue with laptop-based classes, according to English Professor and Writing Center Director Beth Boquet. Only one student interviewed in Regan’s freshman English class is not choosing to continue with a laptop-integrated course next semester, due solely to technical difficulties with his computer.
The majority of students interviewed reported that the laptops improved their organizational skills.
“People aren’t losing things or coming to class without assignments,” said Boquet.
Betsy Bowen uses laptops in one of her introductory English classes where she is committed to having students write in class. She also uses WebCT, an online course program, for three courses.
Regan uses EPortfolio.org, which he is able to project on two screens in the front of his classroom.
WebCT and EPortfolio offer many advantages, including a place for teachers and students to communicate. Assignments, grades, and feedback from professors are posted on the sites. Students are able to connect with one another in order to peer-edit papers.
There are some drawbacks in the classroom, such as the possibility of students succumbing to distractions such as America Online Instant Messenger, surfing the web, or playing games.
“I have a world of information at my fingertips,” said Rob Scansaroli ’09. “How could I not be distracted?”
Taras Kulynych ’09 found that after the first couple of weeks he and his classmates were ignoring the distractions of their computer and doing more work instead. Students interviewed said they do, however, face enormous temptations throughout the class period.
Some professors have found simple solutions to these distractions. Regan simply asks his students to turn down their laptops’ covers while he lectures.
“I don’t want to police students,” said Boquet, who casually walks around the classroom during her classes.
Bowen says a professor just has to trust that students are working on what they are supposed to be working on.
As of now, the issue of requiring all students to have their own laptop to bring to class is still being discussed as a gradual process by Fairfield University officials.
It is hard to say what will happen, according to Regan, who stresses the fact that technology moves so fast.
A major pitfall within the idea of requiring students to own a laptop is the financial issue which would exclude many students, Bowen said.
“I definitely think it’s an equity issue,” said Boquet.
While surveys at Fairfield University show the number of students who own a laptop outnumbers those with a desktop, and roughly 95 percent of students own one or the other, it is difficult to say where technology will take the classroom.
For now, “it’s better to go slow,” said Regan.
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