In a world that has become increasingly obsessed with and dependent upon new and innovating technology, it is no surprise that it has seeped its way into classrooms around the country, let alone the world. Whether it be the utilization of a laptop or cell phone in class, technology has become more prominent in classrooms than ever before and the use of student technology for educational purposes has become more widespread as the years have passed. However, with this increase of student technology use both in class and at home, it is only logical for individuals to question if and how it is impacting overall student performance. Surprisingly, regardless of the type of technology, research has found that the impact of technology use on student
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The prominence of technology during studying can be seen by the fact that 73% of college-age students admit that they must possess some sort of technological device in order to study (Kessler, 2011 as cited in Rosen, Carrier, & Cheever, 2013). Specifically, when observing fifteen-minute intervals of student studying, Rosen, Carrier, and Cheever (2013), found that students were only dedicated to their studying 65% of the time, with the remaining time spent catering to unrelated tasks. On average, students only spent about ten minutes catering to their studies, switching their task, which commonly included technology, every five or six minutes (Rosen et al., 2013). Oftentimes, the prevalence of this task-switching during studying can be directly associated with the amount of technology available to students in their studying environment (Rosen et al., 2013). While the practicing of task-switching while studying did not necessarily correlate with a lower grade point average, students who remained on task during their studying by utilizing effective studying techniques such as reviewing their textbooks and notes, among other things, had the tendency to be less distracted while studying and were more likely to possess a higher grade point …show more content…
However, it is important to point out that this negative impact is not simply due to technology itself, but rather how it is utilized by students (Beland & Murphy, 2015; Fried, 2006; Sana et al., 2013). In fact, technology use can be beneficial for educational purposes, but seemingly only when it is used correctly and appropriately (Beland & Murphy, 2015; Fried, 2006; Sana et al., 2013). In a world where technology is becoming all the more prevalent, it is illogical to completely ban or discourage technology use for any educational purposes, especially due to the fact that students must depend on it in order to complete assignments such as papers. This is why, in order to try to reduce this negative influence of technology on overall student performance, educators should work to try to encourage a more structured use of technology both in the classroom and at home (Beland & Murphy, 2015; Fried, 2006; Sana et al., 2013). Theoretically speaking, this should help ensure that students are experiencing all of the benefits technology use has to offer without falling victim to the aforementioned consequences associated with the reckless use of technology for educational purposes, thus reducing the negative impact technology tends to have on student
The prominence of technology during studying can be seen by the fact that 73% of college-age students admit that they must possess some sort of technological device in order to study (Kessler, 2011 as cited in Rosen, Carrier, & Cheever, 2013). Specifically, when observing fifteen-minute intervals of student studying, Rosen, Carrier, and Cheever (2013), found that students were only dedicated to their studying 65% of the time, with the remaining time spent catering to unrelated tasks. On average, students only spent about ten minutes catering to their studies, switching their task, which commonly included technology, every five or six minutes (Rosen et al., 2013). Oftentimes, the prevalence of this task-switching during studying can be directly associated with the amount of technology available to students in their studying environment (Rosen et al., 2013). While the practicing of task-switching while studying did not necessarily correlate with a lower grade point average, students who remained on task during their studying by utilizing effective studying techniques such as reviewing their textbooks and notes, among other things, had the tendency to be less distracted while studying and were more likely to possess a higher grade point …show more content…
However, it is important to point out that this negative impact is not simply due to technology itself, but rather how it is utilized by students (Beland & Murphy, 2015; Fried, 2006; Sana et al., 2013). In fact, technology use can be beneficial for educational purposes, but seemingly only when it is used correctly and appropriately (Beland & Murphy, 2015; Fried, 2006; Sana et al., 2013). In a world where technology is becoming all the more prevalent, it is illogical to completely ban or discourage technology use for any educational purposes, especially due to the fact that students must depend on it in order to complete assignments such as papers. This is why, in order to try to reduce this negative influence of technology on overall student performance, educators should work to try to encourage a more structured use of technology both in the classroom and at home (Beland & Murphy, 2015; Fried, 2006; Sana et al., 2013). Theoretically speaking, this should help ensure that students are experiencing all of the benefits technology use has to offer without falling victim to the aforementioned consequences associated with the reckless use of technology for educational purposes, thus reducing the negative impact technology tends to have on student