Titlebook: Beyond Digital Distraction; Educating Today‘s Cy Kurt C. Schuett Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusive

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https://doi.org/10.1007/978-3-031-53215-3digital distraction; mobile devices in the classroom; cellphones in the classroom; in-person learning; r

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Perspectives on Migration Theory: Geographyhers, are still scrambling to maintain students’ learning focus and academic engagement in our post-Covid educational landscape. 1:1 learning environments have become the norm across public American high schools as districts continue to use a variety of synchronous, asynchronous, in-person, remote,

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Amitabh Kundu,Lopamudra Ray Saraswatikeholders, students and teachers, was a significant undertaking. Because the majority of this book’s research stemmed from non-traditional learning environments like remote settings and in-person settings that tethered remote students to the classroom through synchronous videoconferencing instructio

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Migration in Australia and New Zealanditnessed regarding digital distraction inside these unique pandemic learning environments. Subsequently, both students and teachers saw digital distraction through their own individual lenses (i.e., actions and choices), as well as the behaviors of others. Some of these distractions were witnessed i

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International Handbooks of Populationnously, at school or remotely from home. Boredom, a well-documented phenomenon within school (Buxton, ., Yale University Press, 1973; Csikszentmihalyi & Larson, ., Basic Books, 1984; Jackson, ., Holt, 1968; Mitchell, .(3), 424–436, 1993), was well supported through this book’s findings. Other non-di

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https://doi.org/10.1007/978-94-007-1466-3ions are somewhat dependent on whether learning is happening synchronously or asynchronously, and whether the learning setting is in-person or remote. It is no surprise that digital distraction is having a major impact on academic performance (Ravizza et al., . 109–114, 2014; Redner et al., ., ., 20

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