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As we think increasingly about the use of screencasting software for laptops and desktops, we should also consider those small computers in everyone's pocket.

Provocative questions from Rick Godden and Anne-Marie Womack regarding recent studies about the benefits of paper-and-pen notetaking and resulting calls for screen bans in classrooms. "Are people with disabilities, then, doomed to substandard learning?"

Lots of people at Kenyon use Word's Track Changes or Turnitin's GradeMark. This post talks about ways to attach verbal comments to a document. (This idea is used by some language profs, as a way to get students some listening practice at the same time they're working on a written project.)

An amusing letter about maintaining focus in the "always-on" mobile network environment. I fear, though, that if first-years actually saw this, it would read as something between "eat your broccoli" and "get off my lawn." (In fact, I fear it reads that way to staff and faculty too.)

I'm intrigued by the finding that 49% of students who use their mobile devices in class have done class work with them. Of course, that doesn't address how often they use a phone for class work instead of recreation... and it does mean 51% of students who text in class have never been on task.

Gadget use is an etiquette issue to be addressed formally in the syllabus. This article (and the links in it) have some interesting suggestions. Perhaps the most intriguing idea to me is the "laptop-free zone" of seating - I've noticed that I can be as distracted by the person a row or two ahead of me checking email (or worse) as by the urge to check my own.

Two interesting approaches to getting students to regulate their cell phone use in class. What do you do to help students learn to focus?

Interesting studies about students non-academic use of computers during class time. On one hand, we need to remind students that multitasking (of this kind) is a myth, and that they need to learn the skill of occasionally being "disconnected". On the other hand, if the student is "fighting boredom", it's not actually the device's fault...

Interesting failure to replicate the 2014 study suggesting that longhand notetaking may be more effective than typing on a laptop. Perhaps we should expect our efficacy at using different writing tools to shift over time!

Good models from James Lang for ways to talk about productive and distracting uses of computers and cell phones in the classroom.

Some interesting examples here. Perhaps the most important point is that computer use should be purposeful and engaging, not casting about for serendipitous learning.

If we want students to be more mindful about digital distractions, they may need intentional training, not shaming or blanket orders.

The author says "information that is best determined collaboratively with students, should not be prescribed by the professor on day 1." What do you think of his examples?