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in their personal lives

due to concerns about negative repercussions

only 18 percent said they had integrated social media into their own classrooms

social comparison.

"When you're on a site like Facebook, you get lots of posts about what people are doing. That sets up social comparison — you maybe feel your life is not as full and rich as those people you see on Facebook," he says.

"It suggests that when you are engaging in social interactions a lot, you're more aware of what others are doing and, consequently, you might be more sensitized about what's happening on Facebook and comparing that to your own life,"

Regarding classwork, text-speak was considered moderately appropriate for use in lecture notes, but strictly off limits for assignments or exams.

The designers would think, “First, we’ll tell them the common concerns about heat, to make sure everyone knows them. Then we’ll tell them what our own research shows about the heat and why it’s not a big deal. Then we’ll tell them how to respond to heat objections, and finally we’ll let them practice with a scenario.” Why did I label this “boring and inefficient?” The learners have to trudge through many screens before they finally get to use their brains. Some people already know the stuff presented on the many screens. The how-to info is presented immediately before the scenario, making the scenario a simple check of short-term memory.

It’s multitasking while learning that has the biggest potential downside

80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.

Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learnin

On the other hand, I work with teachers now that are often running scared – very scared at times. They are blocked from using much technology, teachers that use drill and skills based software are praised, those that ask about doing anything online are scoffed at … they have to go out of their way and jump through 5 hoops all the time knowing that if things aren’t 100% smooth they will be questioned about safety, educational value, whether they have their students best interest and safety in mind and on and on. They are told (in error) that they will lose the district their e-Rate funding by having student work online or even have students working online … COPA laws will be broken, … in some schools and districts its not about making teachers integrate technology, its making administration, politicians and others see it as having value and creating an environment where it is at least OK and at best encouraged and supported. I never thought I would write such a comment, but believe me it is very ugly in places … I support 6 school districts, about 100,000 students and 8-10,000 teachers … some districts and some schools are very open and supportive of tech integration, others are extremely scared of all the things that they’ve heard of, more so than I would have thought. Good news is we are starting to make real progress … much too slowly, but progress. Yes, tech integration should not be an option, but there are still many places where it is not an option really. That’s the thinking we still need to overcome.