Smartphone-Induced Digital Distractions
Keyword(s):
This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.
2004 ◽
Vol 39
(2)
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pp. 135-145
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Keyword(s):
Keyword(s):
2013 ◽
Vol 4
(3)
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pp. 51-68
2019 ◽
Vol 166
(3)
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pp. 611-626
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Keyword(s):
2001 ◽
Vol 5
(1)
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pp. 33-51
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