Students' Use of Information and Communication Technologies in the Classroom: Uses, Restriction, and Integration

Autor/inn/en	Vahedi, Zahra; Zannella, Lesley; Want, Stephen C.
Titel	Students' Use of Information and Communication Technologies in the Classroom: Uses, Restriction, and Integration
Quelle	In: Active Learning in Higher Education, 22 (2021) 3, S.215-228 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vahedi, Zahra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787419861926
Schlagwörter	Computer Use; Telecommunications; Handheld Devices; Laptop Computers; Student Behavior; Social Media; Electronic Mail; Student Motivation; Student Attitudes; School Policy; Undergraduate Students; Foreign Countries; Technology Uses in Education; Canada + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Laptop computer; Laptop; Computer; Digitalrechner; Student behaviour; Schülerverhalten; Soziale Medien; Elektronischer Briefkasten; Schulische Motivation; Schulpolitik; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kanada
Abstract	Research has frequently found that students use their information and communication technologies--such as smartphones and laptops--for non-academic uses in the classroom. These uses include sending messages as well as checking email and social media accounts. This study aimed to examine students' in-class information and communication technology use, their motivations for it, and perceptions of it, as well as their attitudes toward restriction and integration of information and communication technologies in the classroom. It was found that students most frequently engage in non-academic information and communication technology use when they feel that they would not miss any new class content, or when they feel disengaged. Students perceived that their non-academic information and communication technology use had costs, especially distraction. However, students also reported negative attitudes toward policies that would restrict their information and communication technology use in the classroom but had positive perceptions of attempts to integrate information and communication technology use. We propose that information and communication technology integration can be an effective method of increasing student engagement--and therefore "decreasing" non-academic information and communication technology use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01