Technoholic: Negative Impact of Technology on College Students’ Learning Behaviors
|Published online: March 11, 2014
Technology has become an increasingly important part of our daily life in almost every aspect. Much research has been conducted on the impact of technology in education such as instructional technology and online learning. Most research about the impact of technology on teaching and learning has been positive. Little, however, is known about what kind of impact technology has on college students’ daily life and how much it affects their learning behaviors both inside and outside of the school context. This study addressed this limitation by identifying the possible problems that technology has on college students’ learning behaviors. Findings of this research revealed that technology has at least three negative impacts on students’ learning: 1) time-consuming; 2) distracting; and 3) addictive.
||student-initiated technology, learning, college student
International Journal of Technologies in Learning, Volume 20, Issue 1, March 2014, pp.25-36.
Article: Print (Spiral Bound).
Published online: March 11, 2014 (Article: Electronic (PDF File; 435.296KB)).
Assistant Professor, Curriculum and Instruction, Long Island University C.W. Post, Brookville, New York, USA
Dr. Boyanton is an assistant professor of educational psychology in the Curriculum and Instruction Department at Long Island University, C.W. Post Campus in New York. She received her Ph.D. in educational psychology from University of Virginia. Her research interests lie in classroom teaching and learning, student-teacher relationships, engagement, and motivation. Through her dissertation research, she developed a new theory of learning, the mutual value theory, on which she has given national and international presentations and workshops. She is a member of American Educational Research Association (AERA) and American Psychological Association. She has earned many awards in her academic career including AERA Division K (Teaching and Teacher Education) Early Career Award (nominee), National Endowment for the Humanities Summer Stipends Grant Award (nominee), the Curry School of Education Fellowship, the A.L. Bennett Endowed Scholarship, the Virginia Governor’s Education Fellowship, the Dupont Education Fellowship, and recently the LIU Teaching and Learning Initiative Instructional Innovation Award. She is currently working on her first book, Towards a Mutual Value Theory: Teachers and Students as Learners, to be published by Peter Lang Publication in New York.