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There's a lot of talk in L&D teams these days about using mobile technology (usually tablets) in the training room. It's similar to the discussions schools had (or in most cases didn't have!) when the last government's Interactive WhiteBoard funding came in.
In many cases, the talk is focussed on the glitz that technology brings. "It'll make us look modern... up-to-date."
There's often very little discussion about the real place for technology in learning.
The classroom is probably the worst place to put technology. You're wasting the valuable time where you've got a group of people in the same room. That time should be spent conversing, listening and discussing, not interacting with screens or with people outside of the room.
Yes, there will be times when the facilitator (or one of the delegates) wants to demonstrate something, or show a video to help with a particular point. But that should be the exception.
In general, I would argue that the ideal position is that all technology (apart from pens and paper) is left outside the classroom. And that includes Powerpoint!
It means you focus on the people and the conversation in the room, rather than on what's happening outside.
What this means is that, when there's content to be digested, reflections to be written up, or conversations to happen with people outside of the classroom, this should happen outside of the time allocated for the classroom.
For example, let's take a workshop that's designed to "train" people how to do performance appraisals...
Before the workshop:
Produce materials (audio, video, written, whatever) that will get people thinking about the process, and about the issues they'll need to address.
Make it totally clear that the workshop will not be re-presenting those things.
During the workshop:
Highlight the key issues, get people talking about the questions raised, and practice the bits that need practicing (eg. how to give feedback). Use a printed mind map or concept map if you need something to hang the discussion on.
After the workshop:
Encourage delegates to reflect in a public space on what they've learnt. You could even make this a condition of getting an attendance certificate!
Using this approach will make far better use of the time available, and be far more effective in terms of what delegates are able to do afterwards. It also means that your classroom sessions will become seen as a much more valuable part of what you're offering.
Of course, this is an ideal situation, that depends on a whole host of cultural and organisational factors. In reality, there's probably still a place for technology in the classroom, for the moment anyway...
5 comments
Mark, I agree with your point about leaving tablets outside of the classroom and using pre-course work to set the scene and get participants to think about the issues.
However, I think the learning process in the classroom is not as clean cut as implied. For example when exploring motivation with participants I often find it quite useful to highlight Vroom’s Expectancy Model and link it back to a group discussion or case study exercise as a way of helping participants to make sense of the challenges and explore potential solutions etc. PowerPoint, can support this if it is used as a visual tool and not an autocue.
Hi Duncan,
I agree, it’s not as clear cut as I make out. There will be times when technology use is a natural part of the flow of a particular workshop. But we just need to be careful that we’re using it for a real reason, and that we’re not wasting the valuable face-time resource.
Mark
“In general, I would argue that the ideal position is that all technology (apart from pens and paper) is left outside the classroom. And that includes Powerpoint!”
To be honest Mark, this horse has long bolted. If I attended one of your classes and you objected to me using a laptop\tablet\smartphone etc. for note taking, checking references etc. I’d leave. People are surrounded by technology at home and at work, why make the classroom different? If the interaction taking place in the classroom isn’t compatible with technology, then logically, people wouldn’t be using it.
Are you concerned they’ll be distracted and focussing on their iPads instead of your lesson? Then you need to make the session more engaging and meaningful.
There’s no problem with PowerPoint, it’s poor presentations and inappropriate use that’s the problem.
To be honest, of all the things you discuss, I believe that the biggest barrier to learning is the classroom, and trying to keep it stuck in the 1960s is the worst possible approach to using it effectively.
Martin
Hi Martinfc,
I take your points entirely. There’s no way I object to you bringing in technology for note-taking etc. But what I was trying to argue (obviously unsuccessfully!) is that classrooms are a place where the focus should be on the people in the room (otherwise why go to the effort and expense of getting all those people together in the first place?)
Similarly, I agree with your thoughts on Powerpoint. That was just a throw-away comment from me, purely because I’ve seen so few time when it’s used well in a classroom situation. My thinking is that classrooms are the wrong place to do presentations - unless, of course, they are designed to provoke lots of conversation.
I think I understand your feelings about classrooms being a barrier to learning. But that’s only because they are not used well. You could say the same about the majority of “elearning” packages that find their way into the workplace.
Thanks for the feedback!
Mark
I read your article but have to disagree at some level. Mobile applications are a great to bring education into schools or the workplace. My company is currently developing a mobile application for the iPad that allows for easy content management and question scaling. Check out www.iqpakk.com for more information
