The following observations are quoted from the many e-mails that I have received from Anderson students in response to my request for input evaluating our environment.
"I didn't realize just how having the laptop impacted me until I returned from my summer internship last fall. I wasn't computer literate when I entered Anderson, and when working with the students from other schools I realized how comfortable I was with the technology, and [that] my skills and ability were so far ahead of theirs. It was really funny when I was the person identified as the computer guru."
This account by one of our second-year students reflects just how potent our laptop initiative can be in preparing our MBAs for the corporate environment. But becoming computer-savvy isn't always a cakewalk:
"The con of a laptop is that they are expensive, frail, and a hassle....I could have easily done the necessary work on one of my computers at work or at home. Laptops are also subject to theft and damage. It is quite a pain to baby-sit and pamper sometimes."
Yet another view, though, suggests that all the hassle is worth it:
"I really could not live without my laptop. I take notes on my laptop....I
am one of the minority of people who prefer to read on a screen than on
paper, so my daily news comes to me through Pointcast and on-line newspapers.
I like using Scheduler as I can never hold on to a paper 'to-do' list."
From the many e-mails I received, two main themes emerged: the use of the laptop as an information management tool, and its use as a personal on-ramp to the Anderson virtual community.
But everything isn't rosy, even here:
"I don't think I have ever had a class where a laptop was necessary,
other than for taking an exam. It would be great to realize the potential
of doing actual modeling in class."
Unfortunately, change takes a long time, but some progress is being
made each term. A few students indicated that:
"Access to the Internet for real time case analysis was very valuable,"
and also that "I think that the largest value of having our laptops and
network is the obvious benefit of access to an incredible amount of information
conveniently at our fingertips."
And another student wrote,
"I type faster than I write so laptops really speed things along.
I commute so it is nice to be able to do homework anytime, anywhere. It
provides good training for how technology can/should be used in the business
environment." "The best thing about having the laptops is that it makes
filing and retrieving work and notes easy. The problem with any learning
is remembering."
Many others shared this sentiment:
"To me my laptop is my life. I store not only all my MBA class stuff,
but also the following: material from my classes, my consulting work, my
business contacts database, and a host of personal information." "Taking
notes directly on your computer during class is a pro, even though, if
you conduct a survey, you may find more students use it to surf the Net.
In that case, this may be a con."
This con is indeed a major concern with many at Anderson, both
faculty and students. In fact, one student provided important details on
this issue:
"Many of us have begun to use AOL Instant Messenger, which provides
a way of knowing who is on-line and sending them instant messages over
the Internet."
"But," I responded via our e-mail interaction, "if this is happening
in class, isn't it being rude to the instructor and classmates, and a misuse
of the resource?" Our dialog continued:
"To be very honest, there are a few people who do it while in class.
However, for every 1 person that abuses in class, there are at least 10
people who use it only when the need arises."
This student was firm in his belief in the value of what we have created,
as well as in articulating the problem as one which is clearly broader
than just the technology alone, but is directly related to a general behavior
which is independent of technology:
"All-in-all, I believe the benefits of this virtual community outweigh
the few abuses, especially since AOL-IM is only one of a few distractions
available if the professor is not keeping the class's attention (i.e.,
reading e-mail, web surfing, video games, and even homework)."
I suppose it's ultimately no different from when students passed paper-based notes and read the newspaper in class, which was just as annoying to the instructor.
Addressing the "Three Classrooms" typology I described in Part 3: Faculty Perspectives, one student found that "The prime benefit that arises from having laptops seems to be from the 'Study-Group Classroom,' where individuals can type up notes or spreadsheets on the fly, and distribute them to everyone on the spot for revision. I don't see much marginal value of having laptops in the 'Face-to-face Classroom' and the 'Electronic Classroom'."
Another student supported the value of the laptop, stating:
"Having laptops allows students to work together in groups more
effectively than we could without laptops. Just today, a group of us used
Timbuktu to work together on a single spreadsheet model, something that
certainly couldn't be done any other way."
And another affirmation:
"When you learn how to partner with your computer, outsource a part
of your memory. When you generate information with your computer you have
it already in a form in which you can access it in the future and distribute
it easily and quickly. Retrieving information is much easier than with
paper."
A FEMBA student responding to my request for input wrote:
"The software tools I have learned have helped me enormously to
make more convincing presentations at my work. Analysis of information
is important, but I find that the presentation, [the] 'packaging,' of information
is equally important to how effectively we communicate, or persuade, as
the case may be."
Speaking of work:
"The Web and research facility that the PC now provides is essential
to a job search. Having the ability to obtain access to all the public
information available about a company helps enormously in both targeting
companies and preparing for interviews."
There is another dimension to laptops and the job search. Amy Yamashita, director of our Career Management Center, related that during this past year at least one company asked their interviewees to use their laptops to demonstrate Web search and retrieval skills, and another provided the students with a case and had them use their laptops to assist with the analysis. She anticipates that interviewees will be required to demonstrate these skills more and more frequently over time.
At the same time, though, some students are concerned about our growing
dependence on all this technology:
"Reliance on the technology is so high that when it fails, it can
actually hinder the learning process (e.g., when the total time you spend
dealing with your laptop & laptop support almost adds up to another
class)."
Some students offered suggestions regarding how we should approach the
computer requirement in the future to mitigate the time problem:
"How about an alternative...why not equip the classrooms with Network
Computers?"
This was echoed by yet another student:
"There is no doubt that there are benefits of laptop ownership at
Anderson. But many of the same benefits can be achieved by using desktops."
And another student provided a comparison list along three dimensions:
"1) Because of the size differential when compared to a desktop,
notebook computers cost more, 2) as of today, screen size is not comparable
with desktops, and 3) expansion slots as in desktops are not present in
current notebook computers."
But, there is always another perspective:
"The portability makes it worth owning a notebook computer [combined
with] the ability to insure that you can compute wherever you go. So, a
laptop enables one to compute in class or in a breakout room. However,
I don't think that this capability has been utilized very effectively during
my time at Anderson."
And another student shared:
"I have a large collection of bookmarks. If I was using lab computers
in school and a desktop at home, it wouldn't have been so easy to keep
my bookmarks organized."
I think that there is no question that we at Anderson have barely scratched
the surface when it comes to utilizing the power and capabilities of either
our laptops or our network. I could not provide a better summary than Marcus
Castain (MBA 98) has:
"Our use of technology has become so prolific that we don't often
think about it because it is so integral to our student experience. Connecting
on e-mail, utilizing the school network, and accessing the Internet are
absolutely essential components of our work here. I believe that our work
in the future is to leverage our past investments in technology to go beyond
communication and information-finding tasks. The job for technology in
the future is to build additional knowledge and to aid the learning
process."