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A Mixed Blessing? Students' and Instructors' Perspectives about Off-Task Technology Use in the Academic Classroom

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Title: A Mixed Blessing? Students' and Instructors' Perspectives about Off-Task Technology Use in the Academic Classroom
Language: English
Authors: Neiterman, Elena, Zaza, Christine
Source: Canadian Journal for the Scholarship of Teaching and Learning. May 2019 10(1).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Teacher Attitudes, Technology Uses in Education, College Faculty, Personal Autonomy, Learner Engagement, Attention, Foreign Countries, Undergraduate Students, Time on Task
Geographic Terms: Canada
ISSN: 1918-2902
Abstract: The widespread use of technological devices in an academic classroom brought with it many learning opportunities, but also posed a challenge of handling the off-task technology use in class. The literature on this topic is growing, but we still know relatively little about students' and instructors' perceptions regarding the off-task technology use in class. This paper addressed this gap by examining (1) how do students and instructors perceive technology in the classroom, and (2) who do they believe should be responsible for minimizing off-task technology use in class? Analyzing data from a mixed-method study with students and instructors in a Canadian university, we show that while students acknowledged that the off-task technology use can be distracting, they considered it a matter of personal autonomy, which can only be regulated when it creates distractions for others. The instructors had a more complex view and posed some challenging questions about the relationship between student engagement and technological distractions, the impact of technology on learning process, and the responsibility of educators in higher education. In conclusion, we reflect on some of the questions that ought to be considered when handling the off-task technology in an academic classroom.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1218753
Database: ERIC
FullText Text:
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  Data: A Mixed Blessing? Students' and Instructors' Perspectives about Off-Task Technology Use in the Academic Classroom
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: The widespread use of technological devices in an academic classroom brought with it many learning opportunities, but also posed a challenge of handling the off-task technology use in class. The literature on this topic is growing, but we still know relatively little about students' and instructors' perceptions regarding the off-task technology use in class. This paper addressed this gap by examining (1) how do students and instructors perceive technology in the classroom, and (2) who do they believe should be responsible for minimizing off-task technology use in class? Analyzing data from a mixed-method study with students and instructors in a Canadian university, we show that while students acknowledged that the off-task technology use can be distracting, they considered it a matter of personal autonomy, which can only be regulated when it creates distractions for others. The instructors had a more complex view and posed some challenging questions about the relationship between student engagement and technological distractions, the impact of technology on learning process, and the responsibility of educators in higher education. In conclusion, we reflect on some of the questions that ought to be considered when handling the off-task technology in an academic classroom.
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        PageCount: 18
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: College Faculty
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Attention
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Time on Task
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      – SubjectFull: Canada
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      – TitleFull: A Mixed Blessing? Students' and Instructors' Perspectives about Off-Task Technology Use in the Academic Classroom
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