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technology

Calm in the Digital Storm

Popular wisdom says this generation of students is digitally native, and that they have facility with digital technology that people even of my generation (I’m just on the upper edge of millenial) don’t have. Indeed, in my household we had a family computer all through my years in high school. Cell phones were still relatively novel, and the iPhone was not even a twinkle in Steve Jobs’ eye. This difference in perspective led to my over-enthusiasm for introducing digital technology in the classroom.

The Rule of Three

When you sit with a friend at lunch, do you keep your cell phone on the table? If you do, the mere presence of your phone can change the quality of the encounter.

“People keep the conversation on topics where they won’t mind being interrupted,” writes Sherry Turkle, in her recent article “Stop Googling. Let’s Talk.”  “They don’t feel as invested in each other. Even a silent phone disconnects us.” 

In Search of the Digital Red Pen

Paper is great, and it gives a flexibility that typing doesn’t. I can leaf through a book faster than I can scan a PDF; word processing software isn’t as dynamic as the scrawls of a red pen. And I require students to mark their texts when they read to create “working texts.” Call me old-fashioned, but I have always been skeptical of jumping into the tech revolution with two feet. How was an app supposed to transform my teaching?

Faculty Q&A with Visual Technology Teacher Cavin Thuring

Growing up in New York City, Cavin Thuring had always been proficient at math and physics and entered college planning to major in either—or both. After arriving at college, however, he changed course, setting his sights on a degree in linguistics, though eventually came to the realization that the life of a linguistics professor was not for him. He finally decided he wanted to major in art (at the time he was two courses shy of a B.S. in Mathematics and 4 courses of a B.S. in Linguistics).

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