According to McCoy (2016), 97% of students use their devices during lectures for other purposes than learning. The aim of the essay is to summarize recorded lecture about digital distractions and provide an overview for those individuals who are affected. Access to digital devices with access to the internet is common. The boon of technology does have a significant negative impact on those who are not conscious of how addictive it can be. Students provide multiple excuses to explain why the device is essential. However, the real issue is not allocated in devices rather in the way how we interact with them. Cure can be administered only if addicted students understand the process of susceptibility. Therefore, behavior can be corrected. Digital distraction can be managed but the consciousness of existing hidden influence. It is the first step to find and organize an action plan in order to find a satisfactory solution. Distracted students have multiple excuses to interact with the screen rather than focus on lectures. The obvious argumentation is that they must stay connected. Despite student reasons, facts indicate to obsessive-compulsive importunity. Unconscious addiction is the main coefficient of behavior. Difficulty to focus attention during lectures is the result of constant usages of technology. Goleman pointed out that skill to focus is even more important than a high IQ. The ability to focus can predict and determine academic success. Use smartphones during lectures is a common behavior. The myth of multitasking is a legend for that student who rationalizes smartphone usage during lectures. The ability to multitasking is impossible for human entities. However, multitasking is partially true. We can focus our attention on one activity then swap to other. Self-regulating techniques are the first step to increase focus and decrease distractions. Distraction management should be a procedure worth consideration. The easiest solution to avoid digital distraction is removing the cause. Furthermore, it can be difficult. Notification interruption is just to turn it off Mavridi (2018). If students must have their smartphone the airplane function may be a wise solution.
Then appropriate plan may be self-administrated. Moreover, additional aid may be necessary to increase the chances of avoiding distractions. Good advice is the procedure of deactivation of all notifications on our devices during the learning process. Removal of temptation is crucial. Creating barriers remove stimulus will decrease the chance of pick up smartphones compulsively.
In conclusion, the constant development of technology is a cause of new previously unknown intrusion habits. Self-regulating techniques may provide recognition of potentially harmful behaviors. Realizing the potential harmfulness of using technology is the first step in turning negative habits into conscious self-regulating activities. Adopting unwritten cultural digital norms of netiquette is compulsory for those who aspire to academic careers. Previously unknown, digital courtesy rituals seem to be a new age savoir vivre.
McCoy, B. (2016) Digital Distractions in the Classroom: Student Classroom Use of Digital Devices for Non-Class Related Purposes, Faculty publications, College of Journalism & Mass Communications. Paper 90, (Accessed: 11.05.2021).
Mavridi, S. (2018) ‘Managing digital distractions in class and beyond’ [Recorded lecture]. LIPCF133_2021_503: Study Skills 3. De Montfort University. 10 April. Available at resource: URL (Accessed: 11.05.2021).
Please attach a copy of this checklist to your assignment
Module: STUDY SKILLS 3: COMMUNICATION SKILLS (TERM 3)
Module code: LIPCF133_2021_503
Assignment: LECTURE SUMMARY 2; Write a summary based on the lecture notes that you took during the guest lecture – ‘Managing digital distractions in class and beyond’.
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I have checked the brief carefully to ensure I have followed all the instructions.
I have followed the correct formatting guidelines (see brief).
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I have written between 450 and 550 words.
My introduction identifies the aims of the lecture and the main points covered.
The main body summarises the content of the lecture.
I have not included any minor details from the lecture, or any information that was not part of the lecture.
Referencing and Paraphrasing
I have referenced all sources, including the lecture itself, both in-text and in a reference list.
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I have paraphrased language from the lecturer’s Powerpoint slides and speech.
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I have checked my work for grammar and vocabulary errors.