You are not alone in your quest for reasons to implement tech policies during class time. The articles below represent an informed starting point as you contemplate the formulation of a tech policy that best addresses the learning environment you wish to create in your classroom.
the chronicle of higher education
"Why I'm Asking You Not to Use Laptops" by Anne Curzan, August 25, 2014
"On the first day of class, students and I spend the first 30-40 minutes learning something new about how language works (in order to set the tone for the class), and then we go over the syllabus. When we get to the laptop policy, I pause and say, “Let me tell you why I ask you generally not to use laptops in class.”" To continue reading the article, follow the link below.
INSIDE HIGHER ED
"3 Principles for Student Devices in the Classroom," by Joshua Kim, January 27, 2016.
""Students waste about one-fifth of class time on laptops, smartphones and tablets, even though they admit such behavior can harm their grades…." I’d like to suggest 3 principles that can help us think about classroom technology policies and educator choices. By starting with principles, my hope is that our community can find progressive and flexible responses to the challenge of technology distraction during class time." To continue reading the article, follow the link below.
"Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers," by Faria Sana, Tina Weston, and Nicholas J. Cepeda, March 2013
"We examined the detrimental effects of laptop multitasking on classroom learning. ► Learners who multitasked during class had reduced comprehension of lecture material. ► Learners in-view of multitaskers also had reduced comprehension of lecture material. ► Multitasking or being seated around multitaskers impedes classroom learning." To continue reading the article, follow the link below.
INSIDE HIGHER ED
"Digital Distraction," by Carl Straumsheim, January 26, 2016
"Students waste about one-fifth of class time on laptops, smartphones and tablets, even though they admit such behavior can harm their grades, a new report found. The average student uses those devices for “non-class purposes” -- in other words, texting, emailing and using social media -- 11.43 times in class during a typical day. Since the survey was first conducted in 2013, the number of times students check their devices has increased from 10.93, according to the results." To continue reading the article, follow the link below.
"You'll Never Learn! Students Can't Resist Multitasking, and It's Impairing Their Memory," by Annie Murphy Paul, May 3, 2013
"For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University–Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the Web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing earbuds." To continue reading the article, follow the link below.
"The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking," by Pam A. Mueller, Daniel M. Oppenheimer, April 23, 2014
"Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning." To continue reading the article, follow the link below.
Economics of Education Review
"Computers and Productivity: Evidence from Laptop Use in the College Classroom," by Richard W. Patterson and Robert M. Patterson, March 1, 2017
"This paper evaluates the effect of classroom computer use on academic performance. Using a quasi-experimental design and administrative data, we find that computer use in college classrooms has a negative impact on course grades. Our study exploits institutional policies that generate plausibly random variation in laptop use within the classroom. Compared to students who are not affected by computer policies, students who are induced to use computers in class perform significantly worse and students who are influenced not to use computers perform significantly better. We find that the negative effects of computer use are concentrated among males and low-performing students and more prominent in quantitative courses." To continue reading the article, follow the link below.