The clickety-clack of fingers on laptop keyboards.

The three-note chord of sending or receiving an instant message.

The 20-second ringtone version of the Black Eyed Peas' "My Humps."

These are the sounds of the modern American college campus. And much to the chagrin of some faculty members, these sounds have filled classrooms, too.

Only 10 years ago, classrooms were quieter, as students scrambled to write notes by hand. The only place students could electronically communicate with their classmates was in a computer lab or in their dorm room. And no one brought a cellphone to class.

It was still the age when the only blackboard professors knew about was the one you put chalk to -- not the electronic one that now helps professors keep track online of student progress. No one had ever heard of a podcast, and professors' office hours were always held in person.

"The explosion of technology use on campus has just been tremendous. There is little comparison between five years ago and now," said Peggy Meszaros, the William E. Lavery professor of human development at Virginia Tech.

Mark Cline, assistant professor of biology, Radford University: "Some people say technology makes the classroom less personable. But that is not the case in my experience at all. I've had more interactions. I wish they had all this stuff when I was a student."

Daisy Stewart, associate professor of education and associate director of the School of Education at Virginia Tech: “For me personally, I still enjoy the interaction with students face to face and having the opportunity to have the exchange of ideas that happens more effectively in person.”

The ubiquity of laptops, iPods and many other gadgets and applications on campus and in classrooms is just part of the college experience these days. But professors' feelings about the effect of these technologies are less concrete. The spectrum varies from enthusiasm to skepticism.

Much of the pressure to adapt to new technologies quickly on campus comes from the expectations of incoming students.

This generation of students is a different breed, said Anne Moore, associate vice president of learning technologies at Tech. Technology is so central to their lives that Moore speaks of them as "digital natives" -- as opposed to professors and administrators who are "digital immigrants."

"No matter how well-versed in technology 40-year-old professors may be, they'll always be digital immigrants, people who know of a world before e-mail and cellphones," Moore said.

To keep up with the natives, the immigrants are experimenting with different technologies in and out of the classroom.

With the uptick in wireless capabilities, more professors can interact with students in real time during class through Web sites.

Professors are becoming pod-savvy as they make downloadable versions of their lectures or review materials for students.

Some have signed on to instant messenger programs so they can communicate with their students through a medium that students now prefer over e-mail.

Mehdi Setareh, professor of architecture, VT: "Students have much more knowledge of technology and computers in particular than when I started. When they go off to play video games, that helps their understanding. [Teaching and doing research] has become much easier now because the students I see have a basic background about how certain software runs."

IMing has allowed many professors, including Radford University biologist Mark Cline, to offer electronic office hours.

If students want to visit Cline's office, they can. But if they prefer to IM with him about their questions, he'll do that, too.

Professors are also using technology to manage their classrooms better.

"For me, technology has just been a boon. I haven't really seen much of a downside," said Robert Schultz, the John P. Fishwick professor of English at Roanoke College, who regularly uses PowerPoint and Blackboard.

It's rare these days to walk into a lecture hall without seeing a PowerPoint presentation.

Professors at more than 600 universities also now use remote controls in their courses.

Virginia Tech professor Jim Krouscas used the hand-held devices in his 488-student personal health class for the first time this spring. The remote controls help keep students engaged, especially in large classes where anonymity is all too easy.

But as with all technological upgrades, the changes on campus have been met with some ambiguity.

Easy wireless access combined with the portability of laptops, for example, has enabled students to goof off in class in ways they couldn't before.

Robert Schultz, John P. Fishwick professor of English, Roanoke College: "I don't usually have any problems with [ringers going off]. If it does happen, students apologize profusely and feel embarrassed. We laugh at their ringtone. They are suitably mortified, and it usually doesn't happen again."

Bill Snizek, a Virginia Tech sociologist, said he was impressed last year when almost 80 percent of his roughly 650 students in introduction to sociology came to class with laptops.

But after class, his graduate students laughed at his naivete when they told him of students playing Texas hold 'em, shopping at JCPenney.com and sending instant messages during class.

"There is a real abuse there, when the kids misuse the technology," Snizek said.

Some professors around the country have even banned the use of laptops in their classrooms because of the distractions.

Cellphones are also a frequent nuisance, particularly in large classes.

The interruption of a ringtone in the middle of a lecture is often a "show-stopper," Snizek said. In smaller classes, students know they can't hide if their phone rings and tend to be more considerate of their peers and professors.

Some professors are also concerned that universities may be rushing to adapt to new technologies without knowing their educational value.

Nowhere is this more pronounced than in debates about laptop requirements.

Richard Straw, professor of history, Radford University: "I've never been attracted to gadgets much. I haven't been convinced that better teaching or more learning takes place because certain technologies are employed. It does seem to be what more and more students expect to find in the classroom though."

At Radford, faculty members have tabled the issue to study the teaching and learning advantages of such a requirement.

Joe Chase, the acting dean of RU's College of Information Science and Technology, said he is surprised to find himself on the "Luddite" side of the debate.

"My argument was until we have a reason to require students to have laptops in class, why are we going to require them to buy a laptop?" Chase said.

Different disciplines need different kinds of machines, Chase said. One requirement for the whole university might not be practical.

Krista Terry, the director of RU's Technology in Learning Center, said most professors and universities are rethinking the way they approach technology and how to manage its use on campus.

"When there are new opportunities, you have to figure out how to minimize distractions and maximize the potential," Terry said. "There are just a whole set of classroom-management issues that really haven't been tackled in a comprehensive way."

Staff writers Greg Esposito and Albert Raboteau contributed to this report.

Gadget roundup New devices and communication technologies are a mainstay on college campuses. Here’s a roundup on some of the most popular ones, including the pitfalls and positives of each.

iPods, MP3 players PROS The devices are pushing professors to become more creative in how they try to engage students. Some professors are podcasting their lectures as well as creating interactive quizzes and supplemental downloads for students who want to learn more about a particular topic. The devices’ small size and portability are big pluses, because they can be used anywhere and don’t require students to lug heavy equipment. CONS The research about how effective podcasting and the use of MP3 players in class are, is just not plentiful. Plus, some of the upper-end devices, such as the 60-gigabyte video iPod, can cost hundreds of dollars.

Facebook, MySpace and other social networking sites PROS Students can make new friends, find out about things happening on campus and send quick messages to their friends. They can also form or join special-interest groups. Administrators can use the sites as a glimpse into student life. CONS “Dateline NBC” has made a cottage industry of telling parents why they should be scared if their children use these sites. Sexual predators or others who might want to take advantage of young people are out there, stressed the broadcasts. Another downside for college students is not realizing that other students, employers, administrators and others may make assumptions about the students based on their online profiles. E-mail PROS It’s an easy, cheap way to stay in touch. And everyone on campus can easily find e-mail addresses on online campus directories. CONS Students are shifting from using e-mail, in favor of instant messaging and text messaging, especially with their friends. Just as spam has overtaken business e-mail accounts, it has infiltrated college accounts, too. Some students even view mass e-mail messages sent by their universities as spam and prefer to use e-mail accounts other than their .edu addresses.

Cellphones PROS The phones provide easy access for students to reach their parents and friends. They also provide a sense of security for parents. CONS Cellphones enable students to be emotionally dependent on their parents, as a recent Middlebury College study suggests. Also, professors see the phones as a distraction in class, as many students spend time text messaging or don’t turn off their ringers during class.

Instant Messenger PROS It has supplanted e-mail as the preferred form of computer communication for many young people. Buddy lists let people know who’s on IM and the latest versions allow people to share e-mails, text messages, photos and voice conversation. Faculty members who use IM say it’s just another way to reach their students. And the “away” messages give faculty a sense of what their students’ lives are like beyond classwork. CONS Like other Internet networking devices, IM can be an addictive, distracting procrastination tool. Many professors are seeking ways to ban it in the classroom. Online classes PROS Students have flexibility as far as when and where they take classes. Students who are overseas or home for the summer can learn from professors on campus. Likewise, instructors who travel frequently can teach students on campus. The classes also allow people in the work force to take continuing education courses more easily. CONS Students who aren’t motivated can fall behind quickly. Some students have problems staying engaged in online classes because they can’t see the instructor and the instructor can’t see them.

Remote controls PROS Remote controls are especially effective in large classes. Attendance can be taken in a matter of seconds, and professors can check to see how well students are grasping the material with impromptu quizzes. Students just point and click to answer true and false or multiple-choice questions. They know their response has been recorded when their number lights up on a screen in the front of class. CONS Some think the development of laptop systems that allow students to interact with professors during class will make remotes a passing fad. Some professors are struggling with technical glitches.