Exploring digital devices in the classroom

Exploring digital devices in the classroom
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Keep your digital devices in your purse and quiet during class. If you need to use it, do it ON THE ISLAND before or after class. If you need to use it during class, ask for an excuse and use it outside of class. There is a lot of research on digital devices:

Study of digital devices

From Science Direct (2013):
Laptops are a distraction in the classroom and a detriment to the learning of others – they are passive smoke for learning.

We examined the negative effects of laptop multitasking on classroom learning. Learners who multitasked during a lesson experienced poorer comprehension of lecture material. Learners also showed poorer comprehension of lecture material when they saw individuals multitasking. Multitasking or sitting next to multitaskers interferes with learning in the classroom.

Students’ responses to open-ended questions identified other students’ laptops as the most distracting aspect of the classroom, followed by their own laptops..

To better understand the effects of laptop use on learning, Fried used regression analysis to account for differences in readiness and academic ability, as measured by high school class rank and ACT score, respectively. With these controls in place, Fried found a significant negative relationship between laptop use in class and course grade. Further correlational analysis also revealed that greater laptop use was associated with less student attention, clarity of lectures and understanding of course material.

  1. In lecture-type classes where computers are not central to the material, the constant use of laptops during lectures can be so distracting that it interferes with the student’s performance and distracts fellow students. Constant use of a laptop is not recommended, although some evidence suggests that short, occasional browsing sessions do not interfere with learning.

From Time magazine (2015):

Exam scores in schools with strict cell phone bans rose by as much as 6 percent. study that warns policymakers to enforce strict cell phone policies in the classroom.
Researchers from the University of Texas and Louisiana State University examined cell phone policies in four English cities since 2001, examining how test scores changed before and after the bans were introduced.
“We found that the effect of banning phones for these students is equivalent to an extra hour per week of school or adding five days to the school year,” the study authors said. wrote in an academic blog, Conversation.

Communication Education in Science News study (2015):

“Texting about things that are not related to the classroom can harm student learning,” Kuznekoff found. Overall, the control group and the class-related messaging group did 70 percent better on the test than students who could text and tweet about anything. These control groups and the matched message groups also received 50 percent more comments.

“You’re putting yourself at a disadvantage when you’re actively using your mobile device in class and not what’s going on,” Kuznekoff warns. His team shared their findings in 2015. July.

A study by the London School of Economics and Kent State (2016):

The findings of a recent study on student phone access and the achievement gap Louis-Philippe Beland and Richard Murphy of the London School of Economics and Political Science echoed my concerns. “We find that cell phone bans have very different effects on different types of students,” the authors wrote. “Banning cell phones improves the performance of low-achieving students…mostly and has no significant effect on high-achieving students.”

Analysis of other academic metrics also appears to help limit student access to smartphones. For example, researchers at Kent State University found that among college students, daily use of cell phones (including smartphones) correlated with lower overall GPA. The research team surveyed more than 500 students, controlling for demographics and high school GPA, among other factors. If college students are affected by excessive phone use, younger students with too much access to their phones and too little self-control and guidance would suffer academically, if not more.

Jean Twenge, SDSU psychology professor and adolescent researcher:

From it in 2017 iGen books,

With the generation gap wider than ever before, there is an urgent need for parents, educators and employers to understand today’s growing generation of teenagers and young adults. Born after 1995, the iGen is the first generation to spend their entire teenage years in the smartphone age. As social media and texting replace other activities, iGen are spending less time with their friends in person – perhaps leading to unprecedented levels of anxiety, depression and loneliness.

The more I researched annual surveys of teen attitudes and behaviors, and the more I spoke to young people like Athena, the more clear it became that theirs was a generation shaped by the smartphone and the growing social media that accompanied it. However, psychologically they are more vulnerable than millennial children: since 2011. rates of teenage depression and suicide have skyrocketed. It would not be an exaggeration to describe iGen as being on the brink of the biggest mental health crisis in decades. Much of this deterioration can be traced to their phones.

in 2011 Turkle’s book “One Together” is published. Here’s a summary:

Consider Facebook, it’s human contact, only easier to communicate with and easier to avoid. Emerging technologies promise proximity. Sometimes that helps, but much of modern life leaves us less connected to people and more connected to modeling them.

In Alone Together, MIT Professor of Technology and Society Sherry Turkle explores the power of our new tools and toys to dramatically change our social lives. It’s a nuanced exploration of what we seek and sacrifice in a world of electronic companions and social networking tools, and an argument that despite the hand-waving of today’s self-described futurists, it will be the next generation that will chart the path between isolation and connection.

For teachers:

James Lang advises on a variety of issues related to technology distractions.

Every day in the classroom, teachers are constantly battling cell phones and laptops for students’ attention. In this series, James M. Lang explores the impasse of dealing with unwanted digital interference.

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