The Dark Side of TechnologyIn Educational Contexts

Scenario

should we address disruptive technologies?

Why

Realities

Learning & Split AttentionThe Problem

Technology is a Force for when it:

• Increases Productivity• Increases Access• Connects Us• Helps Us to Create• Makes Our Lives Easier

Good the

Disruption

is technology’s Dark

Side

Split Attention

PhoneticPathway

VisualPathway

Split Attention

PhoneticPathway

VisualPathway

Looking at a

PowerPoint

Looking at a laptop screen

Split Attention

Listening toLecture

Listening to Phone Ring

PhoneticPathway

Split Attention

Multi-TaskingDistractions

Ring

DistractionsUn-intentional & Intermittent Disruptions

Ring

Distractions & Split Attention

Study by Jill T. Shelton, et al. (2009)

Distractions & Split Attention

Exam

Experimental

Control

Study by Jill T. Shelton, et al. (2009)

Distractions & Split Attention

(Shelton, J.T. et al., 2009)

0

20

40

60

80

Experiment 3a

Experiment 3b

ExperimentalQuestion

ControlQuestion

Distractions & Split AttentionVisual and auditory disruptions

decrease retention and comprehension of material

Distractions

Ring

Multi-taskingIntentional & Extended Disruption

Multi-tasking & Split Attention

Open Laptop Group

Closed Laptop Group

Two Groups

(Hembrooke and Gay, 2003)

Multi-tasking & Split Attention

Quiz

(Hembrooke and Gay, 2003)

Multi-tasking & Split Attention

(Hembrooke and Gay, 2003)

Multi-tasking & Split Attention

BrowsersSeekers

Laptop Open UsersDivided Into 2 Groups

(Hembrooke and Gay, 2003)

Multi-tasking & Split Attention

(Hembrooke and Gay, 2003)

Quick Use Extended Use

BrowsersSeekers

Multi-tasking & Split Attention

(Hembrooke and Gay, 2003)

Multi-tasking & Split Attention

Multi-taskers learn less flexibly (Foerde, et al., 2006)

.

Habit Declarative

Multi-taskers

Single-taskers

Multi-tasking & Split AttentionHeavy Media Multi-taskers

exhibit reduced cognitive control Difficulty filtering out irrelevant stimuli

Less effective task switchers

(Ophir, et. al.,2009)

Multi-Tasking

Multi-Tasking & Split Attention

• Less Accurate• Learned less flexibly• Worse at multi-tasking

Research Summary

The split attention caused by multi-tasking and momentary distractions like cellphone rings…

Significantly reduces retention

Results in less flexible use of retained information

DistractionsMulti-Tasking

should we address disruptive technologies?

Why

Because it diminishes

the effectiveness of instruction

will I address disruptive technologies?

How

1. Inform You of Effects2. Communicate

Expectations3.Address Disruptions

Inform You of EffectsCommunicate ExpectationsAddress Disruptions

Expectations

Silence or turn off electronic devices during class and put them away during class. Cell phones are prohibited in class rooms according to GPC Policy 206.

Be considerate of others and avoid distracting yourself and others with technology.

If there is an emergency or urgent situation and you may need to respond to a call, inform the instructor, sit near the door, and discreetly and quickly exit before responding to the call.

Students that continue to disrupt class will be asked to leave according to GPC Policy 113.

Delete Me (click on shape and press ‘Delete’)

This version of ground rules is for instructors that want to eliminate the use

of technology in the classroom.

Expectations

Silence or turn off electronic devices during class Be considerate of others and avoid distracting

yourself and others with technology. It is your choice whether you multi-task during class.

If multi-tasking distracts others or appears to adversely affect your performance, you will be asked not to use the electronic device during class.

If there is an emergency or urgent situation and you may need to respond to a call, inform the instructor, sit near the door, and discreetly and quickly exit before responding to the call.

Students that continue to disrupt class will be asked to leave according to GPC Policy 113.

Delete Me (click on shape and press ‘Delete’)

This version of ground rules is for instructors that will allow technology tools,

but may ask individual students to discontinue use if it affects their

performance

Expectations

Silence or turn off electronic devices during class Be considerate of others and avoid distracting

yourself and others with technology. It is your choice whether you multi-task during class.

However, you are responsible for material taught, and the instructor will not repeat or review information missed due to multi-tasking.

If there is an emergency or urgent situation and you may need to respond to a call, inform the instructor, sit near the door, and discreetly and quickly exit before responding to the call.

Students that continue to disrupt class will be asked to leave according to GPC Policy 113

Delete Me (click on shape and press ‘Delete’)

This version of ground rules is for instructors that will allow technology tools

and will not address disruptive use if it only affects the individual making the

choice to use it

Educate You of EffectsCommunicate ExpectationsAddress Disruptions

Disruptions Affecting Only You

You are allowed to choose whether to multi-task or to allow disruptive notifications as long as it doesn’t disrupt other members of the class.

If your choice dramatically affects your performance you will be asked to discontinue use of the problematic technology.

Delete Me (click on shape and press ‘Delete’)

This slide is for faculty that may ask a student to discontinue use of technology if

it affects their individual performance

Disruptions Affecting the Class

If a disruption affects more than one individual… Instruction will be paused (until the

disruption has ended) The class will re-group by reviewing

what was being discussed just before the disruption

Educate You of EffectsCommunicate ExpectationsAddress Disruptions

Credits

Created by theOIT – Instructional Technology Services

Heidi Beezley, Instructional TechnologistAugust 2011

You are free to share and remix this work as long as your use is noncommercial, provides attribution, and share alike any derivative work

Image Credits

Benbennick, David. A left human ear. http://en.wikipedia.org/wiki/File:Ear.jpg. Web. 7 June 2011. (CC Attribution-Share Alike 3.0 Unported)

Enright, Andrew. Laptop – Closed.jpg. 2005. http://www.flickr.com/photos/andrewcoulterenright/62884682/ Fri. 10 June 2011 (Attribution-NonCommercial-ShareAlike 2.0 Generic)

Euskalanto. Human Brain.jpg. 2004. http://www.flickr.com/photos/17657816@N05/1971826491/. Web. 31 May 2011. (CC Attribution-NonCommercial Share Alike 2.0 Generic)

Euskalanto. Human brain, medial view.jpg. 2004. http://www.flickr.com/photos/17657816@N05/1971827663/. Web. Fri. 10 June 2011 (CC Attribution-NonCommercial Share Alike 2.0 Generic)

Euskalanto. Human brain, lateral view.jpg. 2004. http://www.flickr.com/photos/17657816@N05/1971828859/in/photostream/. Web. Fri. 10 June 2011 (CC Attribution-NonCommercial Share Alike 2.0 Generic)

Felix 42 contra la censura. Armless Zombies? 2007. http://www.flickr.com/photos/felix42/453311029/. Web. Wed. 10 Aug 2011 (CC Attribution-NonCommercial-ShareAlike 2.0 Generic)

NASA. A Swarm of Ancient Stars. http://grin.hq.nasa.gov/IMAGES/SMALL/GPN-2000-000930.jpg/. Web. 31 May 2011.

Ryantron. Caffeinating, calculating, computerating.jpg. 2010. http://www.flickr.com/photos/ryantron/4453018910/ Web. 13 June 2011.

Works Cited

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Bugeja, M. (2008). The Age of Distraction: The Professor or the Processor?. Futurist, 42(1), 68-66. Retrieved from EBSCOhost.

Cole, S., & Kosc, G. (2010). Quit Surfing and Start "Clicking": One Professor's Effort to Combat the Problems of Teaching the U.S. Survey in a Large Lecture Hall. History Teacher, 43(3), 397-410. Retrieved from EBSCOhost.

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Foerde, K., Knowlton, B. J., & Poldrack, R. A. (2006). Modulation of competing memory systems by distraction. Proceedings of the National Academy of Sciences of the United States of America, 103(31), 11778-11783. doi:10.1073/pnas.0602659103

Glenn, D. (2010). Divided Attention. Chronicle of Higher Education, 56(21), B6-B8. Retrieved from EBSCOhost. http://proxygsu-dek1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=48278407&site=ehost-live

Hembrooke, H. & Gay, Geri. (2003). The Laptop and the Lecture: The Effects of Multitasking in Learning Environments. Journal of Computing in Higher Education. 15(1), ?-?.

Jill T. Shelton et al., The distracting effects of a ringing cell phone: An investigation of the laboratory and..., Journal of Environmental Psychology (2009), doi:10.1016/j.jenvp.2009.03.001

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