By Anntrell Sylvia-Brown
Photo
Courtesy of Anntrell Sylvia-Brown
A
student’s message inbox during class at Atlanta Metropolitan State College
Students
at Atlanta Metropolitan
State College are noticing that the use of technology
and texting and prolonged Internet use affects their grades significantly and
are causing them to lose focus in class lectures.
On
an average day, you see students commuting to classes with friends and meeting
up to eat before lectures. You also see student’s texting before getting to
their designated locations and it also continues into their class times. There
are rules and regulations to restrict texting in classrooms. On the syllabi for
every class on campus it states, “All cell phones must be turned on silent (alarms
and calendar notifications). Vibrating phones are not accepted in class, all
phones must be out of the site of the instructor. No phones on your desk at any
time. No IPods, video games, or other video or devices are allowed in class.
Participations points will be deducted f instances of rule violations regarding
cell phones and electronics.”
“I
don’t appreciate the rules on the restrictions of phones in a college setting,”
said Tierra Sims, a sophomore computer science major from Atlanta. “What if I
have an emergency to attend to or have to pick up my children?”
Some
students connect to the school Wi-Fi which allows them to complete assignments
or access social media accounts like Facebook. Students often feel bored in
some classes which lead them to be on their phone during unauthorized times.
Those
who are distracted in courses also affect those around them. Students who are
in the vicinity of others texting will most likely be focusing on what that
person is doing. “I get really bored in class because the content is not
interesting to me,” said Larmetria Trammell, a sophomore mass communication
major from Atlanta. “We are in 2016 and we should not be limited to traditional
teaching methods”
According
to Harvard
University it states, “Broadly, we are not wired to multitask
well (e.g. Mayer and Moreno), and using cell phones during class is no
exception. Several studies have compared students who texted during a lecture
versus those who did not. Those who
texted frequently took lower quality notes, retained less information, and did
worse on tests about the material (e.g. see Kuznekoff and Titsworth, and Rosen
et al). Students themselves realize that cell phone usage does not promote
learning; in one survey, 80 percent of students agreed that using a mobile
phone in class decreases their ability to pay attention.”
Some
students believe that they are old enough and will know when to pay attention
in class. They have done it numerous times and are still balancing classes
without failing.
“I
am 30 years old and have children of my own,” said Kayla Gresham, a junior
education major from Savannah. “I don’t like how I have to put up my phone and if
I really want to focus in class then I will do so at my own discretion.”
Some
students refuse to stop from disruptions from their phones no matter what the
rules state. Some will get suspended or kicked out of class for the lack of
attention in class on Atlanta Metro’s campus
Research
proves that students who did less texting during class also tended to be those
who had more self-control and reported paying more attention to the instructor.
The kids with more self-control and who paid attention got better grades and
felt they learned more in the class than those with less self-control (Health
Day 2012)
Along
with the cons are some pros to using your cell phone in class when it is used
appropriately. This includes the use of interactive games, like Kahoot, in the
classroom which help make lesson easier to learn and make it fun in the
process.
More
students would be willing to do better if they were not forced to use mediums
like regular books and regular note-taking methods. With eBooks,
it offers a more efficient and easier way to learn in class in relation to the
student preference.
“We
played a Kahoot
game on psychological disorders in my psychology class,” said Earnita Jones, a
sophomore education major from Atlanta. “I was able to comprehend the
information being taught and made it really awesome to show how much I know.”
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