1. Tindell
&
Bohlander,
2012
Pros
Cons
• No,fiers
of
emergencies
• Useful
as
dic,onaries
and
thesauruses
(when
these
resources
are
unavailable)
• Data
collectors
• Ringing
is
a
distrac,on
• Distrac,on,
proven
to
deter
learning,
demonstrated
through
test
performance
between
those
who
used
cell
phones
in
class
and
those
who
didn’t
• Used
for
chea,ng
during
tests/exams
2. • “About
40%
of…
students
indicated
that
they
used
their
cell
phones
during
class,
and
this
ac,vity
caused
a
distrac,on
for
about
85%
of
the
students.”
• One
problem
stems
from
the
allowance
to
use
cell
phones
in
class
by
one
faculty
member,
and
another
member
reprimanding
students
for
doing
so.
Tindell
&
Bohlander,
2012
3. • 91%
of
student
respondents
set
phones
to
vibrate
while
in
class
• 9%
of
respondents
shut
their
phones
off
• 97%
send
and
receive
messages
while
wai<ng
for
class
to
begin,
but
92%
of
respondents
stated
that
they
send
and
receive
texts
during
class
at
least
once
or
twice
– 30%
of
respondents
indicated
that
they
do
this
daily
• 97%
of
the
class
no,ce
others
doing
this
daily
Tindell
&
Bohlander,
2012
4. • “Students…
do
not
want
to
risk
a
confronta,on
with
the
[instructor],
and
so
are
less
likely
to
text
in
class
if
the
instructor
has
a
set
policy
and
seems
to
care
whether
the
students
are
tex,ng,
but
if
the
instructor
turns
his
or
her
back
to
the
class,
or
focuses
too
much
on
his
or
her
own
lecture,
students
indicate
that
it
is
easier
to
text
in
class.”
Tindell
&
Bohlander,
2012
7. • “…although
students
uniformly
believe
that
overt
prejudice
requires
interven<on,
they
may
perceive
incivili<es
such
as
checking
text
messages
as
none
of
the
teacher’s
concern.”
• “…students
report
no<cing
incivili<es
such
as
side
conversa<ons,
cell
phone
use,
and
nonacademic
computer
use
more
frequently
than
teachers.”
Boysen,
2012
8. • “Students
perceived
ignoring
[incivili<es
in
the
classroom]
to
be
significantly
less
effec<ve
than
all
other
responses
across
all
types
of
incivility.”
• “…most
students
want
teachers
to
take
swiA,
decisive
ac<on
in
pu^ng
an
end
to
incivility.
Thus,
rather
than
feeling
like
the
antagonist
of
one
student,
teachers
can
feel
like
they
are
ac<ng
with
the
support
of
the
rest
of
the
class.”
Boysen,
2012
9. • “…immediate
responses
are
advisable
when
incivility
is
interrup<ng
classroom
ac<vi<es.”
• “Students
recognize
classroom
incivility
as
inappropriate
and
want
teachers
to
take
direct
ac<on
to
enforce
the
norm
of
classroom
order
and
decorum.”
• Direct
and
private
confronta<on
were
the
two
most
prominent
methods
that
students
deemed
effec<ve
for
classroom
management,
based
on
their
responses.
Boysen,
2012
10. References
Boysen,
B.
A.
(2012).
Teacher
responses
to
classroom
incivility:
Student
perceptions
of
effectiveness.
Teaching
of
Psychology,
39(4),
276-‐279.
Tindell,
D.
R.,
&
Bohlander,
R.
W.
(2012).
The
use
and
abuse
of
cell
phones
and
text
messaging
in
the
classroom:
A
survey
of
college
students.
College
Teaching,
60(1),
1-‐9.
