Freed, Richard. “Why Phones Don't Belong in School.” The Huffington Post, 12 Apr. 2016, www.huffingtonpost.com/richard-freed/why-phones-dont-belong-in-school_b_9666730.html. Accessed 23 Jan. 2018
The Huffington Post contains published articles by accredited journalists that focus on a variety of topics including the entertainment industry, science, politics, and other worldly news. This article was written by Dr. Richard Freed, who has a colorful background in psychology and has contributed to other columns on similar topics about the current state of technology and children. The article questions the credibility of allowing any type of cell phone use in school, even when used to reinforce appropriate subject matter. The article provides the results of credible studies showing how the more cell phones are used, the more the student’s performance will suffer due to lack of retention. Another important matter that is addressed is how the freedom to openly use cell phones during learning hours can be detrimental to social interactions at even a young age. The article concludes with reiterating on the notion that there is a strong correlation between less time spent using cell phones and increased performance both inside and outside the classroom.
Schaffhauser, Dian. “Research: College Students More Distracted Than Ever.” Campus Technology, 20 Jan. 2016, www.campustechnology.com/articles/2016/01/20/research-college-students-more-distracted-than-ever.aspx?m=2. Accessed 23 Jan. 2018.
Campus Technology publications focus on higher education technology and how it impacts students, offering a viable source of information considering its reputable background. The author, Dian Schaffhauser, has been a long-term contributor to the site as an editor and has a personal blog similar in nature to Campus Technology’s subject matter. This article describes the plummeting drop in student performance due to becoming overly immersed in their cell phone use daily. The research findings that are presented only seem to show an increasing epidemic as time goes on. What’s worse, many students are very aware of the consequences to this type of over indulgence but refuse to do anything about it. If classroom policies were to be more limiting on technology use, it does appear that some students would be open to the change and acknowledge that their academic performance will increase.
"Texting and Tweeting in the Classroom: How Do They Impact Student Learning?." ScienceDaily, 4 June 2015, https://www.sciencedaily.com/releases/2015/06/150604141531.htm. Accessed 22 Jan. 2108.
Science Daily summarizes research published by other science and technology publications and documents sources by academic convention. The site editors Dan and Michelle Hogan are experienced journalist and science writers so they bring credibility to the publication. This summary sites a research article by Kuznekoff and others that shows cell phone use during class can sometimes be helpful and sometimes be detrimental. The research showed that cell phone use can helpful to learning when students are texting about the subject matter. They showed on the other hand, that cell phone use can be detrimental if students are texting for social reasons.
Weimer, Maryellen. “The Age of Distraction: Getting Students to Put Away Their Phones and Focus on Learning.” Faculty Focus, Magna Publications, 23 May 2016, www.facultyfocus.com/articles/teaching-professor-blog/the-age-of-distraction-getting-students-to-put-away-their-phones-and-focus-on-learning/. Accessed 23 Jan. 2018.
Publications on Faculty Focus are driven by, as the name implies, important issues that instructors are dealing with in the classroom that tend to hone in on improving their efficiency to connect with students. The author, Maryellen Weimer, PhD, has a glowing track record of authoring books, educating higher learning, and contributing to Faculty Focus for over ten years. The article focuses on acknowledging the bond that younger students have with current technology (mostly cell phones) and how their efficiency to absorb information is hindered through unsuccessful multi-tasking. The issue regarding sensitive disciplinary action for using these devices is addressed, bringing to light how this also impacts the teacher’s performance as well as the students. Taking time away to reiterate phone usage policy hinders a proper learning experience, so finding a solid middle ground is key. There may be some potential in memory-focused assignments that could prove to the students that they really are incapable of focusing on school work and using technology simultaneously.