Thanks to Hurricane Ida, I'm getting to see what it's like for those students who have to, for a variety of reasons, do their schoolwork on a smartphone, and it's making me think about our reliance on education technology and the assumptions we make about our students. We need to think about how our use of technology might make learning even more difficult for some of our students.

We drove to Tallahassee to get away from the storm, returning on Tuesday, August 31, after ensuring that the roads were clear enough to get back to our house. We knew we wouldn't have power (or internet) when we got back, but we wanted to check on our house as soon as we could, since we live out in the country and have lots of pine trees in our yard. Our electricity came back on the following Tuesday, the same day Xavier reopened remotely, but our internet service is still out (the data cable is still lying in my front yard).

I am now on Day 18 without access to reliable high-speed internet service. At our house, we have our cell phones; however, since the storm, we have not been able to get more than one bar of signal.  Meanwhile, I still have work that needs to be done and requires access to the internet. Also thanks to Ida, we have very bad cellular service at our house -- one bar, at best -- and we are using way more data than we're supposed to.

What all this means is that my highly connected life, in which I could work any time I needed to, has come to a grinding halt. I've repeatedly told colleagues and students that I will respond when I can, and that short text messages are actually the most reliable means of communication for me. I'm sure for some, I sound like I'm making excuses and trying to avoid work.

Responsive Pedagogy, Not Just Responsive Design

During the two weeks of asynchronous learning means everything is done in Brightspace, our LMS, which is fine, because I do everything in Brightspace anyway. After the past 18 months of remote teaching, I decided everything for my classes, even my face-to-face classes, would take full advantage of Brightspace. I don't even have a document called a syllabus anymore: instead, I have a number of pages in Brightspace that provide all that informatiom. Working in Brightspace when you have a full-sized monitor (or even two monitors) plus a high-speed internet connection is great. Working in Brightspace on a phone with an okay cellular signal is manageable, but barely so. The screens are slow to load, and sometimes they don't load at all. Uploading a PDF takes a very, very long time. Some screens, especially administrative screens with lots of settings, are hard to manage on a phone. And if you forget one little detail, you have to go through the whole laborious process again.

Some will ask why I don't just go somewhere with reliable wifi. I spent one Sunday in Hattiesburg at USM's library to do this -- and got a ton of work done, but that was a four-hour round-trip drive (although we were also able to load up on gas for the generator). The next day, I drove Baton Rouge, a three-hour round trip drive, and again got a ton of work done (that was Labor Day, by the way). Meanwhile, no one was cleaning up my yard or cleaning out my refrigerator or keeping an eye on my dogs who can't go outside because our fence is damaged. No one was talking to my insurance company about my car that got squashed by an oak tree.

I'm privileged to be experiencing this during a major disaster, when compassion is more accessible. AT&T says they won't charge me for going over my data plan (although yesterday they started throttling our data rate to 128 kbps (yes, kilobytes)). Imagine doing this just because it's all you can afford to do. Imagine trying to do your work on your phone while sitting in the parking lot of a fast food restaurant because their wifi is better than your cell service. Imagine trying to look at PowerPoint slides full of small text on a 6-inch screen. Imagine having to cram all your work into one three-hour block of time because that's all you can afford to leave your house for.

All of us in academia try to balance our school work with our non-school responsibilities. It's a tough juggling act, and no one of us does it the same way.

I guess my point is that while I have always said I understood that some students might need to do their schoolwork on their phones. While I've always said I understood that some students are juggling multiple responsibilities that have nothing to do with school along with all their schoolwork, I've never understood just how difficult it is to do.

The advancements we've seen in educational technology over these past two decades have been really amazing. But #EdTech assumes a lot about the students (and the teachers). It assumes we have the personal infrastructure you use the technology, and for some reason, it also assumes that we that infrastructure allows for constant access to the technology. These are really bad assumptions to make. Demanding that students turn on their webcams during Zoom classes (What if they don't have a webcam? What if their internet connection isn't good enough to upload the video stream?) or expecting them to simply be able to do all of their work on a computer -- these are lousy assumptions.

Compassion means we need to make other assumptions, though. Compassion means we need to assume that our students are struggling as much (and probably more) than we are with COVID and Ida and Nicholas and parents and kids and bills and so forth. Before we automatically assume that our students can hop online and do whatever important work we want them to do, let's stop and think about why they might not be able to. Let's try to provide them with an education that is responsive to their needs rather than one responsive to just ours.