The question arose about what the computer use policy would be at
Rather Large Bronx. It’s an interesting question.
In the real world, and more specifically, the world in which
today’s high school debaters will be tomorrow’s working citizens, digital
access is a given. Not only is facility at manipulating online information expected,
but in many ways the level of that facility will determine career success. As
educators, we should be preparing students for this reality.
Another reality we must accept is the nature of computing in
today’s world. Before generally available connectivity to the internet, the
data to which you had access was the data on your various disk drives, evolving
from floppies to harddrives and flashdrives and tiny SD cards. Aside from your
physical backups, however, nowadays it’s all in the cloud. Chromebooks, which
are ubiquitous, cheap, very popular as education devices and more than enough
for most people, usually have no meaningful built-in storage. Plenty of laptops
and tablets are likewise pared down to minimal interior storage in favor of
accessing cloud data (and creating lighter, more portable devices). And
finally, schools are finally all coming online. With rare exceptions, there is
wireless available at all tournaments, and while it is occasionally spotty, it
does work, and over time it will only get better.
It becomes a given, therefore, that a lot of debaters will
have their evidence stored in the cloud. It becomes a given also that a lot of
debaters might be running devices without any ports at all (like my MacBook or
my iPad). So the idea of limiting internet access is questionable out of the
gate. If there is no way to realistically expect students to have their
evidence in a round other than via the cloud, we don’t really have a choice but
to allow access to that evidence. The only viable alternative is to mandate
physical evidence and thus bring back the evidence tub. And that’s not going to
happen.
The point that was raised in our discussions was, what about
cheating? First of all, I would state categorically that any definition of what
constitutes cheating would define the sort of thing that the incredibly vast
majority of teams would find abhorrent. I’m wary of a worldview that suspects
that teams are in general champing at the bit to break the rules, regardless of
whether it’s via computer use or falsified evidence or, well anything. They
aren’t. My glasses are not so rose-colored that I believe people aren’t capable
of wrongdoing, but I think (and hope) it is rare.
With debate computer use, the two big suspicious areas are
communication with persons outside of the round, and access to general
information. As far as the first is concerned, this is a clear violation of any
ethical approach to debate. Teams can’t ask someone outside of themselves for
help. You may have a coaching staff of a hundred people, but they send you into
the round on your own. The coach doesn’t send plays into the quarterback’s
earphone during the huddle. So I think we can clearly prohibit out-of-the-room
communication. Then again, I have to wonder what good that sort of
communication would do. Something comes up in a round on, say, Rawls’s
difference principle, which you’ve never heard of. So you text your coach to
explain the difference principle and refute the attached argument during your
two minutes of prep time? The same applies to access to information. Let’s say
your opponent brings up Derrida, whom you’ve never heard of. You’re going to
look him up on the interwebs in two minutes and come away not only with an understanding but a
rebuttal? The only person who could ever do that was Mrs. Derrida, and even she
had to wonder at times what the guy was talking about.
So I come down on the side of not bothering to get carried
away with banning of this, that or the other regarding computer use. On the one
hand, the train has left the station, and on the other hand, where it might
verge on actual unethical exchanges, it’s probably totally worthless. But it
doesn’t hurt for a tournament to post a policy, just to have it covered. That
policy should be something about disallowing communications with persons
outside of the round, and leave it at that, which is what we will do at the Bronx. As things play out, the only ones
who will ever bring a rules violation against a team is the other team. Given
that the complaining teams comprise excitable adolescents, let’s not make
easy for them to cause a ruckus over nothing.
1 comment:
Well thought out as always Jim but a few thoughts- in the order in which they occur to me, not importance.
Least important first, apparently.
1)I'm agnostic on debaters, even today, planning on attending tournaments and expecting robust wifi- I don;t know how often that happens with experienced teams either. So while someday we may have some sort of heavenly bliss wifi access, we are not there yet. And while perhaps I was raised a mean child, I am not sympathetic with debaters who did not plan for poor wifi..
My first objection is that I believe online access undermines the skill of listening (and taking notes). We are already there, admittedly, but I do think this would be another nail in the coffin. When all is flash drives, email chains and shared drives, there is no competitive advantage in being able to listen or take notes.
There is little doubt in mind that many graduates - of the last few years not only can't flow, they . couldn't summarize an argument they just heard orally if their life depended on it. That is not an attack, it is a commentary that listening is not a skill rewarded currently, any proficiency in flowing is purely random. Why on earth WOULD they practice said skill? It is all in reading the other side's data. (This also means judges who just graduated probably as a class are poor at flowing too).
That is in the status quo, but allowing all wifi all the time makes the problem even worse.
2) On contacting people outside the round. I don't think it is so much about 'cheating' as individuals . who feel the educational benefits of debate would be better focused on creating people who can follow orders in world of employment. (They probably would not . put it that way themselves.
It is basically Taylorism, and a belief that debate has unique ways to foster that. And sure, in two minutes one isn't going explain Derrida to someone ignorant. But it usually will be an argument the debater has passing familiarity (or at least a somewhat related brief written by themself or someone else) so they are not starting from scratch. And with flex prep it might actually be more like five or six minutes.
And in the arms race of debate, it certainly rewards those who have access to an individual who will spend five minutes with them during the round. Or (I suppose. and this part is less likely) a coach for the negative who (for example) reads the Aff case during the 1NC and CX . and writes out blocks to be read during the 1NR- and delivers those electronically.
To be clear, I am suggesting this that the above is not designed to be ethically underhanded. I am suggesting it will be seen as an active benefit of the system. The outcome stemming from f those who genuinely believe that debate is 'better that way' and that 'if we eliminate barriers' all students can have access to coaches who write out positions for them to be read during rounds.
People could still try to develop critical thinking skills, but as with flowing, it won't be a skill that is competitively rewarded, so it will be purely incidental. What will be rewarded is the skill to follow orders. That may be valuable in the marketplace, I just don't it is in developing an thoughtful citizenry.
(I also can only imagine novices being comforted by the thought that as they start their debate career, they can have a varsity team member on-call to send out comforting messages of support and strategy, both baked and half-baked alike.
. Having said all of the above, I will now get off my own lawn...
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