Rethinking Technology Use in the Media Arts Classroom

Three (3) key findings:

• “Multitasking may decrease productivity because users take time to reorient after a transition to a different activity and become cognitively fatigued from the effort, which slows their rate of work.” 

While many students believe that multitasking doesn’t affect the quality of their work, research suggests that it can reduce focus, slow productivity, and make it harder to retain information (Fernandes & Moscovitch, 2000). This finding encourages me to design engaging, single-task routines and learning experiences, such as incorporating review games like Kahoot or movement-based activities that align with the learning goals, so students can stay focused on one task at a time while keeping the learning process enjoyable and interactive.

• “Common Sense Media (2012) found that children between the ages of 13 and 17 preferred face-to-face communication over all technological means of communication, because it was perceived to be more fun and because they could understand people better in person.” 

This finding challenges the assumption that teens prefer texting or digital communication over in-person interactions. It reminds me that while technology is a major part of students’ lives, many still crave real-time connection. As a Media Arts teacher, I want to create tech-integrated lessons that still prioritize human interaction, such as having students plan digital projects in pairs or create storyboards together before going into production.

• “There is a difference between spending hours using technology to create digital worlds, hone photography or music skills, or engage in meaningful discussions of important issues and being a passive consumer of content or using tech as a way to distance oneself from social relationships.” 

This finding helped me think about the quality of tech use, rather than just the quantity. The time spent using digital tools can be productive, especially when students are connecting with each other and expressing themselves creatively. In my classroom, I want to encourage students to find purposeful and creative uses of media as they develop their skills as active makers, storytellers, and critical thinkers. 

Two (2) surprising facts / statistics:

• “What appears to be teens’ addiction to technology is actually just an expression of their desire to interact with friends in a society that does not allow children as much freedom as earlier generations (boyd, 2014).” 

This insight helped me reframe how I think about tech use in the classroom. Technology isn’t just a distraction; it can also be a tool that brings students together. Recognizing this, I want to guide students toward using technology for meaningful interaction. I can support this by assigning creative group projects to encourage students to build connection, creativity, and communication while developing digital citizenship skills. 

• “Children of technology limiters, who focus mostly on minimizing their childrens’ use of technology, are most likely to engage in problematic behaviours such as posting hostile comments or impersonating others online, whereas children of media mentors are much less likely to engage in problematic online behaviours (Samuel, 2015).” 

This surprised me because it challenges the common assumption that strictly limiting technology use protects kids from negative online behaviours. Instead, it shows that guiding kids on how to use technology responsibly is more effective. As an educator, this is a good reminder about the importance of not just restricting tech but being a media mentor who helps students develop positive digital citizenship. 

One (1) question that I have:

• If multitasking reduces focus and memory, but society, specifically employers, continues to highlight multitasking as a desirable skill, how can we help students develop a balanced and healthy relationship with it? I wonder how educators can teach students when multitasking might be helpful and when it becomes harmful to their learning and well-being.