Managing Digital Distraction: A Framework

SUMMARY

Existing Knowledge:

1. Digital distraction, such as the misuse of mobile phones and laptops for non-class purposes, is a global issue in college classrooms, adversely affecting learning and academic performance.

2. Self-Determination Theory (SDT) highlights the importance of autonomy, competence, and relatedness for student motivation and engagement in learning.

3. Strict device bans and punitive enforcement strategies often alienate students and disrupt the teacher-student relationship.

New Insights:

1. Policies to curb distractions must balance maintaining an effective learning environment and supporting students’ psychological needs for autonomy and competence.

2. Collaboration between instructors and students in creating technology policies increases policy compliance and preserves classroom relationships.

3. Active learning strategies, such as integrating technology constructively, can minimize off-task behavior while promoting student engagement and satisfaction.

Putting Research into Practice:

1. Collaborative Policy Design: Involve students in developing classroom technology rules to enhance their sense of ownership and compliance.

2. Active Learning with Technology: Use tools like clickers and collaborative apps to transform devices into learning aids rather than distractions.

3. Non-Confrontational Enforcement: Address policy violations privately to maintain rapport and avoid alienating students.

Reference:
Flanigan, A. E., Brady, A. C., Dai, Y., & Ray, E. (2023). Managing student digital distraction in the college classroom: A self-determination theory perspective. Educational Psychology Review, 35(60). https://doi.org/10.1007/s10648-023-09780-y

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2024). Managing Digital Distraction: A Framework. Excellent Educator, 1(17), 4. https://doi.org/10.6084/m9.figshare.28031195