Executive Summary

Computers and the Internet have already revolutionized the possibilities for learning. The only similar event in our culture was the invention of the printed book in the fifteenth century.

At Educause 2001 I attended all the sessions I could find on ubiquitous, portable, and wireless computing in higher education. The document you are about to read summarizes the sessions I attended, while providing some references, in the form of URLs, to further reading.

My conclusions are as follows:

· Montclair State University should implement, as soon as possible, a policy of getting powerful portable wireless-enabled computers into the hands of all our students.

· I propose at least two pilot programs -- one involving wireless PDAs, the other, wireless laptops.

· I urge that Montclair State University set a goal of putting a wireless-capable computing device into every student’s hands in four years.

In this “Executive Summary”, or Preface, I want to address the most common objection to the adoption of such a program: that it should be “faculty-driven,” that it is premature, that “we” are not ready for it.

S, an early reviewer of this report, concluded his review with the following words:

“…Until we have more than a critical mass of our instructors using the web and other technologies I feel very strongly that we cannot require students to purchase technology be it computers or PDAs. Up until we have that critical mass I think we need to provide the workstations for students that choose not to purchase home machines or laptops.

…

Before that I think that requiring students to purchase anything would be just a tax.”

I include these words here because honest faculty, concerned to do the best for our students, often voice similar views.

I have thought about this for a long time, and disagree with these arguments for several reasons.

1. In the several 'ubiquitous computing' sessions I attended at Educause 2001, it was clear that the initiative always came "from the top", from Administration. We simply can't wait for "the faculty" -- meaning, I guess, some per centage of "us" – to start "using the web, etc." "We" -- the faculty -- have to be pushed, even more than the students do.

How to do this is another discussion. But that it has to be done -- I can't see any way around it.

And we shouldn't give up because it's hard, or because it'll cause friction with the union (although it should not, since it imposes no specific requirement on faculty), or for any other reason.

2. Internet-capable computers open a whole new world for creative, self-directed learning. This remains true whether faculty “require” students to use computers in their courses, or whether – as is the case now, and will be for some time – most faculty do not. To quote from my own report:

“All the universities reported that the greatest advantage of ubiquitous computing – wireless Internet connectivity for all students, in most cases – was what happened outside of the classroom. None of them commented on the use of laptops for note-taking, reading e-books, etc. in class”

We at Montclair State University should embrace a “ubiquitous computing” program primarily for the learning opportunities these powerful tools open up for students outside the classroom.

3. What is the worst that would happen if we had all students get, say, laptops (the most expensive, but also the most powerful, tools), and helped them finance them (those who needed help)?

The worst is this.

· They would only be required by a few faculty members, in a few classes.

That's it! That’s the “worst case”, the only disadvantage.

What are the advantages?

· Students would learn how to use these great tools.

How?

· We'd teach them.

o We’d have courses, like the one I'm teaching next semester (”The Internet for Humanities Majors”).

o We’d have training sessions; start a “student computer club.”

o As at other universities with a ubiquitous computing requirement, students would help each other solve technical problems, and teach each other all kinds of applications.

· Students would pressure faculty into using them more. So, faculty would begin to use them more, too.

· Students would realize right away that their computer skills will put them at an advantage with employers. Again, we'd help them to see this. But it's true.

o Students would make digital "portfolios" of their work, which would be a boon to their course work – and that is our major responsibility – but also an advantage in job-hunting that any employer will recognize.

In short: it wouldn't be a "tax" at all (tax = loss), but a real gain.

And this is the worst scenario! We need not accept it. We can get better -- by actively promoting computer usage among faculty. Lots of ways to encourage this! We can and should discuss some of them; I won't detail them here. The main thing is to take the step!

Another early reviewer of my report agrees with me. Excerpts from his review include the following remarks:

“…I agree with S about not requiring students to purchase laptops; we can, however, encourage them to do so by providing a program that defrays or reduces the cost.

Let's face it, a computer (specifically, a laptop computer) is one of the most important and most potent investments a student in higher education today can make. We should figure out ways to get these potent tools into as many students’ hands as possible.”

And further on,

“I disagree with S that we need to wait for a critical mass of faculty to start to integrate technology into their classrooms. Students can use laptops for their studies whether or not faculty are using them in their classrooms.

Computers are powerful tools, right? But in order to use them, we have to go where they are. That doesn't make sense. We should be able to use them anywhere, anytime.

Students shouldn't have to wait for that day to happen. We won't really feel the impact of integrating technology into education until the tools are ubiquitous.

If they're ubiquitous, there is a greater likelihood that they will become seamless extensions of how we think and work and exchange ideas.

My concern is that as long as they stay in computer labs or at home, they'll always be seen as afterthoughts.”

…

”Ultimately, the issue for me is where to push first. I think we should start pushing where there is the least resistance. I also think that we should push where there is the greatest potential impact.

By pushing ubiquitous computing for students, I think we'll get the least resistance (provided we have a program to help students afford laptops) and have the greatest impact.

Wider student use and adoption of computers will ultimately start to push more faculty to integrate technology because they see that students want it and can deal with it.

In other words, it's really a bottom-up path that we need to follow.”

This reviewer and I are in complete agreement.

Please read this report. Consider its conclusions with care. I believe that you too will agree that a ubiquitous wireless computing initiative will serve the educational interests of our students, and confirm Montclair State University’s leadership in creative advanced higher education.

Grover Furr

English Department

Montclair State University