Writing Exercise 2

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York University *

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2010

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Communications

Date

Feb 20, 2024

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docx

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2

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Writing Exercise 2: Summarize the Literature Review section of journal article #1. (Word count = ~300 words) Draft 1: January 24 by 11:59 p.m. Peer Feedback: January 31 by 11:59 p.m. Final Draft: February 5 by 11:59 p.m Writing exercise #2 summarize the literature review section of journal article 1: Final Draft According to Neiterman and Zaza, the impact of technology use in classrooms is the subject of debate. Proponents argue that technology enhances learning and offers more engagement between students and instructors. However, the operational definitions of terms like 'enhanced learning' and the evaluation of learning outcomes lack clarity and standardization. Additionally, the benefits of technology may vary based on academic disciplines and the type of technology used. Its opponents argue that technology use leads to ‘cognitive overload’ and decreased academic performance to occur due students being able to engage in multi-tasking and off-task activities, distracting both the individual using the technology and others surrounding them. Due to the autonomous and personal nature of today’s technology it is become an increasingly difficult task to control off-task technology use. Institution wide bans are not the answer due to the integration and reliance of technology in our daily lives and the potential discriminatory affects such a ban would have on students with disabilities. Research suggests the existence of internal and external factors that influence off-task technology use. Internal factors, such as students' self-control and self-regulation, while external factors include creating interactive and engaging classroom environments. Education is proposed as a solution, with varying responsibilities allocated to students and instructors. By being educated on the detriments of off- task technology use, students should control and regulate their behaviors, while instructors should focus on creating stimulating learning environments. Education is important for both students and instructors, more specifically education about the negative impacts of off-task
technology use and the benefits to reducing it. Research highlights the negative impact of off-task technology use on learning, but there is a lack of understanding regarding instructors' and students' perceptions of this issue. This study aims to explore the perceptions and attitudes of students and instructors towards off-task technology use in academic classrooms, investigating whether participants perceive it as a problem and, if so, who should bear the responsibility for minimizing technology-related distractions. Neiterman, E., & Zaza, C. (2019). A mixed blessing? Students’ and instructors’ perspectives about off-task technology use in the academic classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.5206/cjsotl-rcacea.2019.1.8002
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