標題: Titlebook: Beyond Digital Distraction; Educating Today‘s Cy Kurt C. Schuett Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusive [打印本頁] 作者: Consonant 時間: 2025-3-21 16:08
書目名稱Beyond Digital Distraction影響因子(影響力)
書目名稱Beyond Digital Distraction影響因子(影響力)學(xué)科排名
書目名稱Beyond Digital Distraction網(wǎng)絡(luò)公開度
書目名稱Beyond Digital Distraction網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Beyond Digital Distraction被引頻次
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書目名稱Beyond Digital Distraction讀者反饋
書目名稱Beyond Digital Distraction讀者反饋學(xué)科排名
作者: 游行 時間: 2025-3-21 20:44 作者: 群居男女 時間: 2025-3-22 02:58 作者: FECK 時間: 2025-3-22 05:08 作者: 考得 時間: 2025-3-22 08:49 作者: 使習(xí)慣于 時間: 2025-3-22 14:42 作者: 大包裹 時間: 2025-3-22 19:16
Perspectives on Migration Theory: Geographyention, and learning transfer continue to worsen and deteriorate..As a twenty-seven-year educator, this chapter focuses not only on the . of this digital distraction phenomenon and its significance, but it introduces the reader to a generalizable study, one which provides guidance for educational st作者: GREG 時間: 2025-3-22 23:45 作者: condemn 時間: 2025-3-23 02:18 作者: bronchodilator 時間: 2025-3-23 06:14 作者: 語源學(xué) 時間: 2025-3-23 13:04 作者: Transfusion 時間: 2025-3-23 14:25 作者: 褻瀆 時間: 2025-3-23 19:54
https://doi.org/10.1007/978-3-031-53215-3digital distraction; mobile devices in the classroom; cellphones in the classroom; in-person learning; r作者: 并排上下 時間: 2025-3-24 01:04 作者: Affectation 時間: 2025-3-24 02:39
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, 作者: 責(zé)問 時間: 2025-3-24 06:42
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作者: 熱烈的歡迎 時間: 2025-3-24 13:27
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作者: A精確的 時間: 2025-3-24 17:11
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作者: 時間等 時間: 2025-3-24 22:24
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作者: moratorium 時間: 2025-3-24 23:49 作者: hardheaded 時間: 2025-3-25 06:32
https://doi.org/10.1007/978-94-007-1466-3 predominant types of engagement analyzed during this case study analysis: behavior engagement, cognitive engagement, and emotional engagement. Findings indicate the importance of all three types of engagement. Case in point, behavioral engagement includes stakeholder actions like time on task, clas作者: AMITY 時間: 2025-3-25 09:35 作者: breadth 時間: 2025-3-25 11:51 作者: Lethargic 時間: 2025-3-25 19:29
Digital Education and Learninghttp://image.papertrans.cn/b/image/185168.jpg作者: output 時間: 2025-3-25 22:16
Beyond Digital Distraction978-3-031-53215-3Series ISSN 2753-0744 Series E-ISSN 2753-0752 作者: 統(tǒng)治人類 時間: 2025-3-26 03:34 作者: 珍奇 時間: 2025-3-26 05:38
Book 2024 The author conducted interviews with both teachers and students who also provided logs of their technology use, allowing for a qualitative and quantitative understanding of digital distraction. Through this insight, the author explores the triggers of digital distraction and strategies to help mitigate the phenomenon.??作者: –LOUS 時間: 2025-3-26 09:56
2753-0744 st-COVID schooling.Identifies a need for professional develoThis book shares a wealth of educational stakeholder viewpoints about digital distraction from a 1:1 technology integrated high school. Data was collected before, during, and after the start of COVID-19, which provides a unique view into in作者: 無能力之人 時間: 2025-3-26 14:00
2753-0744 their technology use, allowing for a qualitative and quantitative understanding of digital distraction. Through this insight, the author explores the triggers of digital distraction and strategies to help mitigate the phenomenon.??978-3-031-53217-7978-3-031-53215-3Series ISSN 2753-0744 Series E-ISSN 2753-0752 作者: GEST 時間: 2025-3-26 18:19 作者: 諂媚于人 時間: 2025-3-26 21:17
Key Takeaways and Conclusions, plague students and school districts across the globe. Students will never achieve anything remotely close to learning in the . with today’s in-class digital distractions, and with artificial intelligence like ChatGPT building momentum, our students’ learning potential is in jeopardy.作者: Cerebrovascular 時間: 2025-3-27 04:51
Amitabh Kundu,Lopamudra Ray Saraswatirmulating a shared definition of digital distraction among stakeholders will help school districts and parents to understand the ., so foundational management practices can better become the norm in digital policy development and classroom management strategy.作者: Adulterate 時間: 2025-3-27 07:53
How Do Students and Teachers , Digital Distraction in School?,rmulating a shared definition of digital distraction among stakeholders will help school districts and parents to understand the ., so foundational management practices can better become the norm in digital policy development and classroom management strategy.作者: 非實體 時間: 2025-3-27 11:34
,The ,…,hers, 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, 作者: addition 時間: 2025-3-27 13:57 作者: Outmoded 時間: 2025-3-27 21:18 作者: 馬籠頭 時間: 2025-3-28 02:00
What Do Students and Teachers , Contributes to Digital Distraction in School?,nously, 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作者: 殘暴 時間: 2025-3-28 04:14
How Do Students and Teachers , to Digital Distraction in School?,ions 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作者: 瑪瑙 時間: 2025-3-28 10:06 作者: Gudgeon 時間: 2025-3-28 11:17
Implications for Theory and Research, predominant types of engagement analyzed during this case study analysis: behavior engagement, cognitive engagement, and emotional engagement. Findings indicate the importance of all three types of engagement. Case in point, behavioral engagement includes stakeholder actions like time on task, clas
