Description |
1 online resource (xvi, 136 pages) : color illustrations |
Series |
Digital education and learning, 2753-0752 |
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Palgrave Macmillan's digital education and learning series. 2753-0752
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Contents |
Chapter 1: The Why... -- Chapter 2: How Do Students and Teachers Define Digital Distraction in School? -- Chapter 3: How Do Students and Teachers See Digital Distraction in School? -- Chapter 4: What Do Students and Teachers Believe Contributes to Digital Distraction in School? -- Chapter 5: How Do Students and Teachers Respond to Digital Distraction in School? -- Chapter 6: What Types of Experiences do Students and Teachers have with Digital Distraction in School -- Chapter 7: Implication for Theory and Research -- Chapter 8: Key Takeaways and Conclusions |
Summary |
This book shares a wealth of educational stakeholder viewpoints about digital distraction from a 1:1 technology integrated high school. Data was collected before, during, and after the start of COVID-19, which provides a unique view into integrated learning and its transformation since the pandemic. The author conducted interviews with both teachers and students who also provided logs of their technology use, allowing for a qualitative and quantitative understanding of digital distraction. Through this insight, the author explores the triggers of digital distraction and strategies to help mitigate the phenomenon. |
Bibliography |
Includes bibliographical references and index |
Notes |
Online resource; title from PDF title page (SpringerLink, viewed March 4, 2024) |
Subject |
Education -- Information technology
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Information technology -- Social aspects
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Distraction (Psychology)
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Genre/Form |
Electronic books
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Form |
Electronic book
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ISBN |
9783031532153 |
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3031532155 |
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