How Do Students and Teachers Define Digital Distraction in School?

Since the inception of this book was a knowledge pursuit, trying to understand better the definition of digital distraction from two groups of key stakeholders, 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 instruction, never-before findings over learning focus and engagement shaped participants’ perspectives over what constitutes digital distraction when learning. Formulating a shared definition of digital distraction among stakeholders will help school districts and parents to understand the why, so foundational management practices can better become the norm in digital policy development and classroom management strategy.