Program
Teaching M.A.
Number of Pages
79
Year Approved
2025
First Advisor
John Bergeland
Second Reader
Jon Moberg
Abstract
This literature review examines how digital technology influences student attention, engagement, and self-regulated learning in 1:1 classrooms. Across 30 studies, technology is deemed neither inherently harmful nor helpful; rather, its impact depends on how technology is used and the instructional design the educator employs. Digital distractions, such as smartphones, multitasking, and peer interruptions decrease focus and negatively impact academic performance. However, strategies such as goal setting, structured note-taking, reflection, and feedback loops help students develop greater self-regulation and manage their engagement. Overall, this review emphasizes the need for clear and consistent expectations, well-designed technological lessons, and intentional instruction, especially as Minnesota schools adopt and/or refine cell phone policies in their districts.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Schlichting, K. R. (2025). Balancing Innovation and Attention: A Review of Digital Distraction, Self-Regulation, and Technology Policy in Modern Classrooms [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1219
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.