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50 viewsCS Tasks 12,13,14
Uploaded by
James BondCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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ee
‘Task 12: Critical, Reading Question
Full Name:_A belek Abdel walt. pate: 03 6/ 2E2S
Grade:
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
While mobile phones have many benefits, such as providing access to educational resources and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online “almost constantly.” This Constant connection to the digital world ean make
it difficult for students to Tocus during class, especially when they receive notifications and updates on their phones,
A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
‘exams and performed worse on quizzes than their peers who did not use their phones. The study also found that,
students who used their phones in class were more likely to experience decreased attention spans and memory
retention,
Furthermore, the use of mobile phones in class can be disruptive to the learning environment. A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework.
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use. Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions.
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
(One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While poticies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals.
References:
Anderson, M., & Jiang, J. (2018), Teens, social media & technology 2018, Pew Research Center,
Kuznekoff, J. H., & Titsworth, 8. (2013). The impact of mobile phone usage on student learning. Communication Education,
62(3), 233-252.
Rosen, L. D., Cartier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it; Media-induced task-switching while
studying. Computers in Human Behavior, 29(3), 948-958.
Lee, Y.K., Chang, C. T, Lin, Y., & Cheng, Z. H. (2016). The darkside of smartphone usage: Psychological traits, compulsive
behavior and technostess. Computers in Human Behavior, 63, 282-299, Answer the critical reading questions below:
1 Nat exists to support the claim that non oto can be a distraction in the classroom?
wher IL ey receye neki 10919?
2. How might culjyal differences impact tye use of mobile phot a om? J
Same ey Conn using rool anes pi?
Jor-e reed Ieicbed He wer of obi ne phone
3. What are some potential ae of using mobile phone lockboxes to reduce distraction in the classroom?
¥c, pel CF of ceF
4, To what extent is it the responsibility of the student versus the instructor to manage mobile phone use in the
mE Se ce sponse I bLs of He sole be
manecee fi phone er Spee
5. What are some altemative methods for managing mobile phone use in the classroom, and how might they
Arotler. wel lod could Le leaving te phere of
Lome, and Het pe more Plective flan loc # bores
6. How migh different types of mobile APR tee (eg. texting, social media) impact student learning and
attention in the classroom? fy radi pew cal dist ud 2 Clask
eriging phore on) 19
7, What ethical considerations should be considered when regulating mobile phone use in the classroom?
i ;
8. To what extent do socioeconomic factors impact the prevalence of mobile phone use inthe classroom?
9. What strategies can students use to reduce mobile phone distraction in the classroom, and how effective are
these strategies?
10. How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
contribute to this change? Task 12: Critical Reading Questions
Full Name: Abd, robin nn Date:
Grade:
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
While mobile phones have many benefits, such as providing access to educational resources and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly." This constant connection to the digital world can make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
exams and performed worse on quizzes than their peers who did not use their phones. The study also found that
students who used their phones in class were more likely to experience decreased attention spans and memory
retention
Furthermore, the use of mobile phones in class can be disruptive to the learning environment. A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework
mn response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use. Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions.
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals.
References:
Anderson, M., & Jiang, J. (2018). Teens, social media & technology 2018. Pew Research Center.
Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Eduestion,
62(3), 233-252
Rosen, L. D., Cartier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while
studying. Computers in Human Behavior, 29(3), 948-958,
Lee, ¥.K., Chang, C. T., Lin, ¥,,& Cheng, Z. H. 2016). The darkside of smartphone usage: Psychological trai
‘behavior and technostress. Computers in Human Behavior, 63, 282-299,
compulsive Answer the critical reading questions below:
1. What swoon ‘exists to support the claim ee phones can be a distraction in the classroom?
hey recvetle. (EV Ei ryt fot?
2 Hoy ial ewe mpet hose obi pans inthe sca
Somme Urey bniPeo Pave alilogebee od sare
rechich Ve uses of mo bille phood
3. What are some potential limitations of using mobile phone lockboxes to reduce distraction in the classroom?
St rereeled ERIE
To what extent is it thers sponsibility of the student versus the insiryela ‘to manage mobile aa) vuse in the
slaserocmt 4 leet Be Use a ro @ ghorres Gilt
~ is not enough
5. What are some alternative methods for managing mobile phone use in the classroom, and how might they
Beek udents but Bore phones ino bockboxe
crore Pe, wher Phe close
‘How might different types of mobile phone use (e.g., texting, social media) impact student leamni
and
attention in the classroom? it (rere
2 ringio? hor e and rolifi coi fk dilreecl the
Clys7
‘What ethical considerations should be considered whe rome 1g mobile phone use in the classro
beg tha? shoul Bina vag 1 fea ne ia
© the le hae
8. To what extent do socioeconomic factors impact the prevalence of mobile phone use in the classroom?
9. What strategies can students use to reduce mobile phone distraction in the classroom, and how effective are
these strategies? 7
10. How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
contribute to this change? Task 12: Critical Reading Questions
FullNeme:_ (San. MOobemect Osmen Date: 6-3-202%
Grade:
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
‘While mobile phones have many benefits, such as providing access to educational resources and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students! academic performance,
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly.” This constant connection to the digital world can make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
exams and performed worse on quizzes than their peors who did not use their phones, The study also found that,
students who used their phones in class were more likely to experience decreased attention spans and memory
retention,
Furthermore, the use of mobile phones in clas canbe dsruptve tothe learning environment. A ringing phone or
notification sound of the lecture and distract other students. Additionally, students who are
distracted by their ph iy miss important information and fall behind in their coursework.
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use, Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions,
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
Jockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them.
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals.
References:
Anderson, M., & Jiang, J. (2018). Teens, social media & technology 2018. Pew Research Center.
Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education,
62(3), 233-252.
Rosen, L. D., Carrier, L.M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media- induced task-switching while
studying. Computers in Human Behavior, 293), 948-958,
Lee, Y.K., Chang, C. Lin, ¥., & Cheng, Z. H. (2016), The dark side of smartphone usage: Psychological traits, compulsive
behavior and technostress. Computers in Human Behavior, 63, 282-299, Answer the critical reading questions below:
1, What evidence exists to support the claim that mobile phones can be a distraction in the classroom?
A hing ng. PONE ancl potiht
HO? SOURS
py beemuigers
2 Bow ‘might cultural differences impact the use of mobile phones in the classrpom?~
Hen’. (F oliFberes in eft groups , ‘Vek hy / generally fy use ghoner
move vhan adulks oy elders -
3. What are some potential limitations ofusingpobie phone lockboxes to reduce distraction in the classroom?
Hoe tr Ye confer JF health. reatory, he Ge leur 40
swallow & eu.
4, To what extent is itthe responsibility of the student versus the instructor to manage mobile phone use in the
FEL eindlers he looming experiene of jhe lecturer “shudeats Shen
ake tren’s vesponstsill) ofhersie fe tle shunts vesponsiith
sliggtly
S. What are some alternative methods for managing mobile phone use in the classroom, and how might they {
compare to lockboxes? He Wis peo. valdel rafet
cc He cchowts nel
limit. dhe shes % only use he se Zikton. £ je so ies
Ba cho) YR onal Giktwe £ I sou 235
locke’ on certain websites “such
hinehen then Tockebon bul ib as pscentall the Semen
6. How might different types of mobile phone use (e.g., texting, social media) impact student learning and Lh
ittenti th ay ? 1 i ceo texas, 4h ersen ther
attention in the clgssroom’ it eels like © neccesity to beep FeKliny whe pe je
Wik text nf
less. clbenfion geen
tan be ctoppedk
7. What ethical con: iderations should. be considered when regulating mobile phone use in the classroom?
biol checking the hulenls “phones woke in
zohen done, — voitwhalcbiey he phone Jey 10
BB cociel wredi
lecture bpsever. vegulen ty
ny nie
8 To what extent do socioeconomic factors impact the prevalence of mobile phone use in she clssrgony?
Be We ie Sy) encourarses eles ewe A oe
ching) needing enh yr
9. What strategies can sfudents use to reduce mobile phone distraction in the classroom, and how effective are
these strategies?
lishen dé
lypen / whike noise.
with na world o7 Iishen
tod
10. How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
contribute to this change? ail inereaye power 2 moniteri wy phe.
LT believe thed- oo
phones dering clers Heed velll be Hem sised ¢ te Bet
i accesscol on digitch device.
every Hy fb exsill) Task 12: Critical Reading Questions
Full Name: K\alid Al-Xuusioidi Date: Oth More.
Grade’
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
While mobile phones have many benefits such as providing access to educational resources and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly." This constant connection to the digital world can make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their ph lass scored lower on
exams and performed worse on quizzes than their peers who did not use their phones. The study also found that
students who used their phones in class were more likely to experience decreased attention spans and memory
retention.
Furthermore, the use of mobile phones in class can be disruptive to the learning environment. A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework.
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use. Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, stch as accessing course materials or participating in
classroom discussions,
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
‘One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals.
References:
Anderson, M., & Jiang, J. (2018), Teens, social media & technology 2018, Pew Research Center,
Kuznekoff, J.H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education,
6203), 233-252,
Rosen, L. D., Cartier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while
studying. Computers in Human Behavior, 29(3), 948-958,
Lee, Y.K., Chang, C.T., Lin, ¥., & Cheng, Z. H, (2016). The dark side of smartphone usage: Psychological traits, compulsive
behavior and technostress. Computers in Human Behavior, 63, 282-299. Answer the critical reading questions below:
1. What evidence exists to support the claim that mobile phones can be a distraction inthe classroom?
A stu conducted
by the Unwersity of Arkansas fomd
Mat studert who used Yheir Phone iq class scored lower on
exams ord peteormed werse on ayzzes,
2. How might cultural differences impact the use of mobile phones in the classroom?
crore ctsdarnined Hoe collar , the mare litely Hey are
fo wre rere phones.
3. What are some potential limitations of using mobile phone lockboxes to reduce distraction in the classroom?
Studeaks
WAU get mere ABtmded Hankey aboot Yate phones
cater her ~Rrewatay Focusing or the clan,
4. To what extent is it the responsibility of the student versus the instructor to manage mobile phone use in the
classroom? The student
Slould Solely be Fespont responsible of
Wok using Hheir phone ond the instructor is creat fo only fo
Yas le lel cheek nk «be Cese, chil :
5. What are some alternative methods for managing mobile phone use in the classroom, and how might they
compare tolockboxes? Students showd get a S minute break rope
the classroom So they oak i
wi gd: Aimed “ky Hawkey otenk
We texted ther ond ubatever else ae : aap i. ee
ie eae, nang Se
6. How might different types of mobile phone use (e.g., texting, social medi
pact student learning and
attention intheclasroom? The could be dwmemag in tke eidAle of on
oulke argument of sone sork teat would get them heated
Wich weoult distract then,
7. What ethical considerations should be considered when regulating mobile phone use in the classroom?
The students should wot ke yelled af constantly because they
checkek Huir plone, A sshould be athe politely ,becamse th
will ofheriSe: Genk te cebeh more,
8. To what extent do socioeconomic factors impact the prevalence of mobile phone use in the classroom?
eats will develp more wh were ont Socich teehee behauiovye
ade hie fo bemey glued fe He icreen
9. What strategies can students use to reduce mobile phone distraction in the classroom, and how effective are
these strategies? com try f& go on a cloprere debx,
wil be li€e chonging for some of Une phaderts.
10. How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
contribute tothis change? The sihroion is bound ' get were since
(More people eve petting way foo adelacked crc ace almost
Chyonically online Mosh of the day. Answer the critical reading questions below:
1. What evidence exists to support the claim that mobile phones can be a distraction in the classroom?
14 cold the student fe rol j allention ducing tre classfro nm
by recevey nAbeotoar and ucletes
2. How might cultural differences impact the use of mobile phones in the classroom?
dt Show of the uses Hal he Slulente ace us) the
by
3. Wht are some potential limitations of using mobilephone lockboxes to reduce distraction in the classroom?
the Shuler} ace gery bo gay altenton Whe cleaves
4, To what extent is it the responsibility of the student versus the instructor to manage mobile phone use in the
classroom? wane
The Students meresponse oF using
Jo leace Mow be pranage fo use tke
weal,
Phone, they need
5. What are some alternative methods for managing mobile phone use in the classroom, and how might they
compare to lockboxes?
They are using there Phones Soe 1
Yel uses Ve
nt
ley purpose and ty to
the ble ic
6. How might different types of mobile phone use (e.g., texting, social media) impact student learning and
attention inthe classroom? i ; ;
athe will atiss nk can jmcortant nSermblon ond
7 Whatethical considerations shou be considered when epuating mail phone vse the clssoom
Puk thee Phones in elowts and 5 allenton bo
8. To what extent do spcioggonomie factors impact the prevalence of mobile phone use in the classroom?
Lk impack “a te Social weedia ‘shatett® 4°28 gang bo use the
wobile flenes W text Pre Sioids and Ge nob Participate.
9, What strategies can students use to reduce mobile phone distraction in the classroom, and how effective are
\ , these strategies? el \
ub ‘hei Pha Soc us on the lessont and give the Shudenb exercise 2 & Geos!
OD the SAG
stta beges
10, How might the prevalence of mobile phone use in the classtoom change in the future, and what factors might
contribute fo this change?
The wees
wees os Heep wslile Poot
at Wit be reduces they ate y Task 12: Critical Reading Questions
a7 :
Full Name: sha Amel Date:_ 2/2 /2e
Grade:
‘Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
While mobile phones have many benefits, such as providing access to educational resources and facilitating,
‘ormimunication With peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
stiidents' academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly.” This constant connection to the digital world can make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
exams and performed worse on quizzes than their peers who did not use their phones-The study also found that
students who used their phones in class were more likely to experience decreased attention spans and memory
retention.
Furthermore, the use of mobile phones in class can be disruptive to the leaming environment. A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
ed by.theirpl ay miss important information and fall behind in their coursework.
In response to the Gotential negaliveeffecis df mobile phone use in the classroom, many schools and universities have
implem: licies to regulate their use, Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions,
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit the
Instructors can also use interacfive teaching methods to Keep students engaged and less tempted to check their phones.
One example of anffeetive method for reducingymobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improv:
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic.
ecormanes While policies and metiiods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals. cana
References:
Anderson, M., & Jiang, J. (2018). Teens, social media & technology 2018, Pew Research Center
Kuznekoif, J. H.,& Titsworth, 8, (2013). The impact of mobile phone usage on student learning, Communication Education,
62(3), 233-252
Rosen, L. D., Carrier, L. M,, & Cheever, N. A, (2013). Facebook and texting made me do it: Medi
studying. Computers in Human Behavior, 29(3), 948-958,
duced task-switching while
Lee, Y.K., Chang, C. ., Lin, ¥., & Cheng, Z. H. (2016). The dark side of smartphone usage: Psychological traits, compulsive
bbehavior and technostress. Computers in Human Behavior, 63, 282-299, Answer the critical reading questions below:
1, What evidence exists to support the claim that mobile phones can be a distraction in the classroom?
A study made showed that students wha does
NOt use “their Phone oftenly does well, More than
students that uses Plone constanNey,
2. How might cultural differences impact the use of mobile phones in the classroom? fl
dD erp Cultures have aierecent arbibude
bi te use of Phones iw whe class room. Some Can
vid I} as @ distraction ard some view 1,4 Yolvable
3. What are some potential limitations of using mobile plone lockboxes to reduce distraction in the classroom?» 14%,
4
Ringing Phones, or nokiFicarion sevn
4, To what extent is it the responsibility of the student versus the instrugtor to manage mobile phone use in the
classroom? They aye eauaily responsible; students mush
understand the negative ivnpact they will get €rom ysing
ik, Luskructors must malke the lecture fun and
engage the student.
5. What are some alternative methods for managing mobile phone use in the classroom, and how might they
‘compare to lockboxes?
SSeS >. wns)
7 o CRW Or cet
eee FAAP MENA KO COCA Hees.
.., 6. How might different types of mobile phone use (e.g,, texting, social media) impact student leaming and
Vrainly atention inthe classroom? 42x41 Com Aistrack the user and alt Stud ents
sig Sing by the sound of incoming texk. On the other hand,
Social medial distracts the useronly. Fhis is pecawe scrollin
Thyovigh geeds along time will Cause tack of ergagmen — ~
7. What ethical considerations should be considered when regulating mobile phone use in the classroom’
ste && usecl for eclucaiaal Puree ses
8. To what extent do socioeconomic factors impact the prevalence of mobile phone use in the classroom?
Students from lower-income Jamiver coule wrsgnh
not Wave access +6Pnones since they cam'+ afford i\.
9. What strategies can students use to reduce mobile phone distraction in the classroom, and how effective are
these sratesies? ani, 4 of the phones dori ng lectures,
Aheredore +hey won't be distracted “hit
10. How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
contribute to this change?
lyre
the use of 1s vnore \ikely +0 Keep evolving in tne. Future.
_ Mints (neoF the main lockers is 4echndogy advancement,
wis vAUNSC eheire it will be more involved in [Ear ning Task 12: Critical Reading Questions
Full Name:_VV pae:_ 6/3/2623
Grade:
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom,
While mobile phones have many benefits, such as providing access to educational resources and facilitating
‘communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly." This constant connection to the digital world ean make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
exams and performed worse on quizzes than their peers who did not use their phones. The study also found that,
students who used their phones in class were more likely to experience decreased attention spans and memory
retention,
Furthermore, the use of mobile phones in class can be disruptive to the learning environment. A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework,
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use. Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions.
However, simply implementing policies may not be enough to solve the problem, Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
Tockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them,
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while stil achieving their
academic goals.
References:
Anderson, M., & Fang, J. (2018). Teens, socal media & technology 2018, Pew Research Center
Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education,
6203), 233-252,
Rosen, L. D., Carrier, L. M,, & Cheever, N. A. (2013). Facebook an¢ texting made me do it: Media-induced task-switching while
studying. Computers in Human Behavior, 29(3), 948-958.
Lee, ¥.K,, Chang, C..,Lin, ¥,,& Cheng, Z. H. (2016). The datk side of smartphone usage: Psychological traits, compulsive
‘behavior and technostess. Computers in Human Behavior, 63, 282-298. Answer the critical reading questions below:
1, What evidence exists to support the claim that mobile phones can be a distraction in the classroom?
Pow Research centre claimed that stilert who ese thar
Phones almast coastank, Find di PReu/t to ows 1
classe
2. How might cultural differences impact the use of mobile phones in the classroom?
Some — insbMtutes po the ise of phones aupletely whi'le
other put strict «rule here shdertr need to follow
3. What are some potential limitations of using mobile phone lockboxes to reduce distraction in the classroom?
Students can be even mere distraced as the shdeat
coul) be Hinting abevt bys phone ol the hive
as he tart use St
4. To what extent is it the responsibility of the student versus the instructor to manage mobile phone use in the
classroom?
Styert must be taught above the dangers and disadvanteog
oe vein the phone in class bere my achons is take,
From the instructor, HheceBre, stwects will leara how tebe
iseiPliae,
5. What are some alternative methods for managing Ae pitone use inthe classroom, and how might they
‘compare to lockboxes? :
Edueahag students co Uimihhg the vse oF mobile phonts
ond Kadune them the disadvantases, /F students resPong
well then there methods could be beHer than usins loc kha,
6. How might different types of mobile phone use (¢.g., texting, social media) impact student learning and
attention in the classroom?
it will distract the students ond might pub Hee of F
wu completely as Hhey might mits Impertat tafermahbon
aler hn class.
7, a os considerations should be considered when regulating mobile phone use in the classroom?
Mobile Phones can be sed 17 the class soom by students
Br Jeomning ond academic sources om Sr emetyency cases
as loqg as the stwert doesnt eb dishacted,
8. To what extent do socioeconomic factors impact the prevalence of mobile phone use in the classroom?
Rew Research centre States Hot e% oF stedents own 4
Sactthone anj use OF them use it ahrst constontly 0 this
jmpacts. the Preval@re of febile Phone use ia chss,
9, What strategies can students use to reduce mobile phone distraction in the classroom, and how effective are
bceleneen
ape arses eyvele le Uadptae eel area a
lockboxes, Hrese strbedfes con be ePRechve IP the Studer
kaows Hat be cont contre) ris phones usage 1 class.
10. How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
contribute to this change?
ysoge of Mobile phones will be more commen 1” the Future
la classes as dechaclasy advardng and old peaking
fedanlyes has alerost all chonged = to using an electronic device
Instead ty Head or, Joarn, Task 12: Critical Reading Questions
FullName:_Qmae Salhab pate:_ 6/03/2023
Grade:
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom,
While mobile phones have many benefits, such as providing access to educational resources and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this aticle, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly." This constant connection to the digital world can make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phon
exams and performed worse on quizzes than their peers who did not use their phones. The study also found that
students who used their phones in class were more likely to experience decreased attention spans and memory
retention.
Furthermore, the use of mobile phones in class can be disruptive to the learning environment, A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use, Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions,
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals
References:
Anderson, M., & Jiang, J. (2018), Teens, social media & technology 2018. Pew Research Center.
Kuznekof,J.H,, & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education,
623), 233-282.
Rosen, L. D, Cartier, L. M, & Cheever, N. A. (2013), Facebook and tenting made me doit: Media-induced task-switching while
studying. Computers in Human Behavior, (3), 948.958.
Lee, Y.K., Chang, C. T., Lin, ¥., & Cheng, Z. H. (2016). The dark side of smartphone usage: Psychological traits, compulsive
‘behavior and technostress. Computers in Human Behavior, 63, 282-299. Answer the critical reading questions below:
1. What evidence exists to support the claim that mobile phones can be a distraction in the classroom?
~ &idexe: fou’ Student Who “Se
their phone fh Kloos Sorel (OVEN fh Exes
OHA Qué
x ZeS ;
2. How might cultural differences impact the use of mobile phones in the classroam’?
GounS Adar ord Mille ceadsteren Patents
OFS Move giwee compared bo Westeven pope
Ane weg Khe Stuties Fors lnothe.
‘
3. What are some poféatial limitations of using mobile phone lockboxes to reduce distraction in the classroom?
— In cose emrergen 2res iPhone isut With you
~ Trey, moy wore \imited wesounce Since Jot cannot
4. to SEM te "eSNG @ he sunt versus the instructor to manage mobile phone wse inthe
classroom?
~ TH only Fhe Students duty ond adecicjon
Urnilese Sie, , S18 vocting be Brett Peers,
5. What are some altemnatfve methods for managing mobile phone use in the classroom, and how might they
— Meilent te korts tan
6, How might different types of mobile phone use (e-g., texting, social media) impact student learning and
“SobN the classroom?
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; : ch
them ov not (SeF ~reaftie) any only usa foe one os
8, To what extent do socioeconomic factors impact the prevalence of mobile phone use in the classroom’? Por Poses
3 Oe
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10. How might the prevalence of mobile phone use in the classroom change in the un ROdeuls ‘actors bis)
contribute to this change?
— Parker Hed owning, them inGtitucans ga
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alarsemic learning ee tvs ec Task 12: Critfeal Reading Questions
Ze 3-3
: GOWN Drceleman Date:_ O 3 L (06 [ Ge&
Grade:
Full Nami
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom,
While mobile phones have many benefits, such as providing access to educational resources and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own
smartphone, and 45% say they are online "almost constantly." This constant connection to the digital world can make
it difficult for students fo focus during class, especially when they receive notifications and updates on their phones.
“A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
foxanis and performed worse on quizzes than their peers who did not use.their phones. The study also found that,
students who used their phones in class were more likely to experience deéressed attention spans and memory
retention.
Furthermore, the use of mobile phones in class can be disruptive to the learning environment, A ringing phone or
notification’ sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss importantinformation and fall behind in their coursework.
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use, Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions.
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on.
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage,
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance, While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
‘technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals.
References:
Anderson, M., & Jiang, J. 2018), Teens, social media & technology 2018, Pew Research Center.
Kuznekoff, J. H., & Titsworth, S. (2013), The impact of mobile phone usage on student learning. Communication Education,
62(3), 233-252.
Rosen, LD, Cartier, L. M., & Cheever, N. A, (2013). Facebook and.textinty made me do it: Media-induced task-switching while
studying. Computers in Human Behavior, 29(3), 948-958.
Lee, ¥.K., Chang, C.7 Lin, Y,& Cheng, Z.H. (2016) The dark sidé of smartphone usage: Psychological tits, compulsive
tehavior and echnosress, Computer in Human Behavior, 63, 282-299, Answer the critical reading questions below:
1 “Mecieoed olf SUP Sai Pe Te
eee ik ue i menos f enbio
~ Bsily dittocle Ble Gg font oF noligie: he on
2. ow mitt aul Begs inst soe bi ones injthe clas
Dieremnt foe nae difrers a wit Boclgronnds,
— — hen ted a2 night have OF eeren
is vles of ae use oe phous.
een 01 oat Tesi foe es ya oy i as ‘oom?
bo Sica Gotes FS
rot we ae as bey cow cael Mine im class
Uhichr td) fod ky He Gedents fo facms
4. To what extent is it 0 PSs of the student versus the ij res to ae )bile phone pope 4,
SOM? ol on] fs Repost % Bens ene Glee cileaddors,
the fle use o® celiPhons, be an could also emgage
foe We of “ee Flees ccedeniy — peridde
oe Pen] ements, Heer, firs stall oh be ebue/
To what atsht 4s s8ideconomie factors impagt th prevalence of motile phone use inthe classroom?
ee fe WS ele oF atm =H afc: community, i) eb on all dase
Nyt Texhhy be nee djelal and, ‘sted, peoples obi Why b
‘What strategies can students tse to reduce mobile phone distraction in the classroom, and how effective are
these strategies? Qe nl rmmjir Mey fe Cece Mlle GPhone tenge Japon I)
Wrong selb- deter Aigciplic. We etledig i INS dlepeds on
Se person, cereal eHE> flrengh this Je std car leon andl ape
‘How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
cage a ne? ea enktaers , feathis sted bee Visity tere,
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N
expe rewe, Je able prs ben ie wll
Bivc hues en peepte wll be ooh phary on a here
evel,
60 Task 12: Critical Reading Questions
Full Name: Noles Tornseach Date:
Grade:
GC Merch 2023
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
While mobile phones have many benefits, such as providing access to educational resources and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classtoom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online “almost constantly." This constant connection to the digital world can make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
exams and performed worse on quizzes than their peers who did not use their phones. The study also found that
students who used their phones in class were more likely to experience decreased attention spans and memory
retention
Furthermore, the use of mobile phones in class can be disruptive to the learning environment. A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use. Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions,
However, simply implementing policies may not be enough to solve the problem, Students must also be educated on.
‘the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be & major distraction for students and hinder their academic
performance, While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while still achieving their
academic goals,
References:
Anderson, M., & Jiang, J. 2018). Teens, social media & technology 2018, Pew Research Center
Kuznekoff, JH, & Titsworth, 8, (2013). The impact of mobile phone usage on student learning. Communication Eéucation,
62(3), 233-252.
Rosen, L. D., Cartier, L. M,, & Cheever, N. A, (2013). Facebook and texting made me do it; Media-induced task-switching while
studying. Computers in Human Behavior, 29(3), 948-958,
Lee, ¥.K., Chang, C.T., Lin, ¥., & Cheng, Z. H. (2016). The dark side of smartphone usage: Psychological traits, compulsive
behavior and technostress. Computers in Human Behavior, 63, 282-299, Answer the critical reading questions below:
1. What evidence exists to support the claim that mobile phones can be a distraction in the classroom?
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recieve nokkicelions anck Lpdeles on tuic phones .
‘How might cultural differences impact the use of mobile phones in the classroom?
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rae Deeewne suck credunk ts ade obherand
ark beck 6 beir phones AMerently.
3, What are some potential limitations of using mobile phone lockboxes to reduce distraction in the classroom?
students shouldh Learn to Rect Eeiv use
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4. To what extent is it the responsibility of the student versus the instructor to manage mobile phone use in the
chssOOM dark Versus ba inductor be memes
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6. How might different types of mobile phone use (e.g., texting, social media) impact student learning and
attention in the classroom? ey all wae Smportesn UnXermehie ny
aurck Ral\Y Pano on Eheer claasloork
7. What ethical considerations should be considered when regulating mobile phone use in the classroom?
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8. To what extent do socioeconomic factors impact the prevalence of mobile phone use in the classroom? —® S&***€.
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10. How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
contribute to this change? mobo; [g_ reds can bene} Mm
Locus for excel, ecloceRonn) yagooreess Carck fotos
a commonredins, usd Peers ov traboders | Task 12: Critical Reading Questions
FullName: woute, AL AL: pate: 6.0%. 2023
Grade:
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
‘While mobile phones have many benefits, such as providing aecess to educational resources and facilitating
communication with peers and instructors, they ean also cause significant distractions and hinder learning inthe
classtoom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly." This constant connection to the digital world can make
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phones in class scored lower on
exams and performed worse on quizzes than their peers who did not use their phones. The study also found that
students who used their phones in class were more likely to experience decreased attention spans and memory
retention.
Furthermore, the use of mobile phones in class can be disruptive to the learning environment. A ringing phone or
notification sound can interrupt the flow of the lecture and distract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework.
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented poticies to regulate their use. Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions,
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Tnsiructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement.
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. Wit
technology and learning, Students can benefit from the advantages of mobile ph ‘hile still achieving their
academic goals.
References:
‘Anderson, M., & Jiang, J. (2018). Teens, socal media & technology 2018. Pew Research Center.
Kuznekoff, JH, & Titsworth, 8, (2013). The impact of mobile phone usage on student earning. Communication Education,
62(3), 233-282.
Rosen, L.D., Carter, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced tsk-switching while
studying. Computers in Haman Behavior, (3), 948-958.
Lee, ¥.K., Chang, C.T., Lin, ¥., &e Cheng, Z. H. (2016). The dark side of smartphone usage: Psychological traits, compulsive
‘behavior and technostress. Computers in Human Behavior, 63, 282-299, Answer the critical reading questions below:
1, What evidence exists to support the claim that mobile phones can be a distraction in the classroom?
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2, How might cultural diferences impact the use of mobile phones in the classroom?
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3. What are some potential limitations of using mobile phone lockboxes to reduce distraction in the classroom?
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5. What are some alternative methods for managing mobile phoiie use in the classroom, and how might they
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6. How might different types of mobile phone use (eg,, texting, social media) impact student learning and
attention in the classroom?
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7. What ethical considerations should be considered when regulating mobile phone use inthe classroom?
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10, How might the prevalence of mobile phone use in the classroom change in the future, and what factors might
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anniake in classrooms Task 12: Critical Reading Questions
Full Name: _ Cogito anau| Date: 03/2.
Grade:
Mobile phones have become ubiquitous in modern-day life, and their use has expanded to include the classroom.
While mobile phones have many benefits, such as providing access to educational resourees and facilitating
communication with peers and instructors, they can also cause significant distractions and hinder learning in the
classroom. In this article, we will explore the use of mobile phones in class and the negative effects they can have on
students’ academic performance.
According to a survey conducted by the Pew Research Center, 95% of teenagers in the United States own a
smartphone, and 45% say they are online "almost constantly." This constant connection to the digital world can make_
it difficult for students to focus during class, especially when they receive notifications and updates on their phones.
A study conducted by the University of Arkansas found that students who used their phones in class seared low.
exams and performed worse on quizzes than their peers who did not use their phones. The study also found that
students who used their phones in class were more likely to experience decreased attention spans and memory
retention. ——_—_cv
Furthermore, the use of mobile phones in class can be disruptive to the learning environment. A ringing phone or
notification sound can interrupt the flow of the lect istract other students. Additionally, students who are
distracted by their phones may miss important information and fall behind in their coursework.
—eesa—v=v=«c_-tuv—e—see
mn
In response to the potential negative effects of mobile phone use in the classroom, many schools and universities have
implemented policies to regulate their use. Some institutions have banned mobile phones altogether, while others have
restricted their use to certain times and for specific purposes, such as accessing course materials or participating in
classroom discussions.
However, simply implementing policies may not be enough to solve the problem. Students must also be educated on
the negative impact of mobile phone use during class and encouraged to develop self-discipline to limit their usage.
Instructors can also use interactive teaching methods to keep students engaged and less tempted to check their phones.
< interactive teaching methods to keep students engaged «
‘One example of an effective method for reducing mobile phone use in the classroom is the use of mobile phone
lockboxes. These lockboxes can be placed at the front of the classroom, and students can deposit their phones in them
before class begins. This method has been found to decrease distraction and improve student engagement
In conclusion, the use of mobile phones in class can be a major distraction for students and hinder their academic
performance. While policies and methods such as mobile phone lockboxes can help reduce distraction, students must
also be educated on the importance of limiting their use of mobile phones during class. With a balanced approach to
technology and learning, students can benefit from the advantages of mobile phones while stil achieving their
academic goals.
References:
Anderson, M,, & Jiang, 1. 2018). Teens, social media & technology 2018. Pew Research Center
Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Educatic
62(3), 233-252,
Rosen, LD. Carrier, L. M., & Cheever, N. A, (2013). Facebook and texting made me do it: Medis-induced task-switching while
studying. Computers in Human Behavior, 29(3), 948-958,
Lee, Y.K., Chang, C.T., Lin, ¥., & Cheng, Z. H. (2016). The dark side of smartphone usage: Psychological traits, compulsive
behavior and technostress. Computers in Humen Behavior, 63, 282-299. Answer the critical reading question
below:
1. What evidence exists to support the claim that mobile phones can be a distraction in the classroom? |
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7. What ethical considerations should be considered when regulating mobile phone use in the classroom?
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9. WI es can students use to reduce mobile phone distraction in the classroom, and how effective are
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