The everday-ness of duality

This article spawned my reflection today:
http://www.nypost.com/seven/01112009/news/nationalnews/this_kids_a_text_maniac_149614.htm

In class today, two things became quite clear to me and addressing them through this blog is my first hope at learning more about how to better manage "connection" in class. Jenkins notes that one of the traits of the new media landscape is the idea that media are "everyday". This is to say that ICT's have become entrenched in our daily interactions, so much so that there are no clear cues or signals as to when to turn it off. They have become an extension of ourselves, and as such challenging to turn off or disengage.

I watched four students today accept and return text messages on their cellular phones. I also witnessed three instant message conversations and became aware of the internet being down for some in class - as students tried furiously to reconnect (to no avail) until the end of class. The idea of dual consciousness (Bugeja) is an astounding reality in everyday interactions. Interpersonal communication is interrupted by ringing, downloads, and simple thinking about what one said to the other in that email, text, or Instant message. It is even more impending when people are distracted by thinking about what message or phone call they might be getting next. Yet, when we are connected - how involved and "present" are we in that communication. Can an instant message be engaged when you are trying to hide your IM from the teacher circling the room? Can we effectively communicate in both realities simultaneously?

I suppose my challenge is in understanding and thinking about how classroom dynamics can, do and will take place when students are pulled in multiple directions by being connected. Have they learned how to be present in both realities and my impression of duality is the result of antiquated ideas of what it means to "pay attention"? It isn't my responsibility to make people learn - however, I do take partial responsibility for the classroom environment. How likely are people to contribute if no one is listening? Or, is this a generational difference and people have grown accustomed to others not listening to them speak?

Are cellular phones and text messages the new media of "passing notes" in class (distracting, yet engaged)? I suppose the difference I see between texting and note passing is that those who passed notes did it with one another in the same class. In a way, this helps form student cohesion. What is the onus for students to meet, get to know each other in class, discuss and debate ideas when they can maintain their relationships and conversations with their already immediate circle?

How is a communal class discussion supposed to take place when student's realities are split between the virtual and the "real"? To complicate this even further - what should my role as the instructor be as far as embracing ICT's in the classroom, when the class is about living the E-Life? There is something emergent about letting minor communications take place during class - it's something that happens in everyday interactions - so why not have it be part of class. My concern is how those minor communications have a long term effect on the classroom dynamic. As an instructor, I am forced to "be present" in class. I have to wonder what would happen if I answered my phone, Instant messaged, or accepted and returned a text message while a student was speaking.

I think I should attempt to find out.....