Transformational Six Did the assignment build capacity for critical thinking on the web? Did the assignment develop new lines of inquiry? Are there opportunities for students to make their thinking visible? Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world? Is there an opportunity for students to create a contribution (purposeful work)? Does the assignment demo “best in the world” examples of content and skill?

For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University–Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the Web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing earbuds.

tudents’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.

The media multitasking habit starts early. In “Generation M2: Media in the Lives of 8- to 18-Year-Olds,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.

On the first day of class, students and I spend the first 30-40 minutes learning something new about how language works (in order to set the tone for the class), and then we go over the syllabus. When we get to the laptop policy, I pause and say, “Let me tell you why I ask you generally not to use laptops in class.” And here’s the gist of what I say after that:

First, if you have your laptop open, it is almost impossible not to check email or briefly surf the Internet, even if you don’t mean to or have told yourself that you won’t. I have the same impulse if I have my laptop open in a meeting. The problem is that studies indicate that this kind of multitasking impairs learning; once we are on email/the web, we are no longer paying very good attention to what is happening in class. (And there is no evidence I know of that “practice” at doing this kind of multitasking is going to make you better at it!)

Now I know that one could argue that it is your choice about whether you want to use this hour and 20 minutes to engage actively with the material at hand, or whether you would like to multitask. You’re not bothering anyone (one could argue) as you quietly do your email or check Facebook. Here’s the problem with that theory: From what we can tell, you are actually damaging the learning environment for others, even if you’re being quiet about it. A study published in 2013 found that not only did the multitasking student in a classroom do worse on a postclass test on the material, so did the peers who could see the computer. In other words, the off-task laptop use distracted not just the laptop user but also the group of students behind the laptop user. (And I get it, believe me. I was once in a lecture where the woman in front of me was shoe shopping, and I found myself thinking at one point, “No, not the pink ones!” I don’t remember all that much else about the lecture.)