Literature on electronics as distractions  % of students report texting in class;  Over 99% while studying  97% report noticing other students misusing phones and/or laptops  75% report phones in class are “mostly a distraction”  10% report using a phone during an exam  54% believe instructors don’t notice  (Jackson, 2013; Olmstead & Terry, 2014; Tindell & Bohlander, 2012)  Presence and use of a cell phone distracting and associated with:  Poorer performance on assignments and exams  Overall GPA  Higher anxiety and lower satisfaction with life relative to peers who use cell phones less  (End et al., 2010; Froese et al., 2012; Junco & Cotton, 2012; Thorton et al., 2014; Lepp et al., 2014)

Literature on electronics as distractions  Why so distracting?  Facebook, texting, and instant messaging used most  Social networking main in-class use; less for course-related work outside of taking notes  Habitual texting in other contexts can predict texting in class  Size of classroom impacts students’ perception of ability to use  Students report anxiety in being separated from phones; intrusive thoughts about phone when access is limited  Mere presence of phone impacts students’ attentional capacity and performance on cognitively demanding tasks  (Froese et al., 2012; Junco & Cotten;, 2012; Tindell & Bohlander, 2012; Lepp et al., 2014; Olmstead & Terry, 2014)

Literature on electronics as distractions  Who cares?  Students acknowledge texting limits ability to pay attention  Students exhibit greater acceptance of cell phone and off-task laptop use in class than faculty  Males more than females; Undergraduates more than graduates  Students believe they can multitask  Students request clearly outlined policies in the syllabus, and consistent enforcement, regardless of the type of policy  (Froese et al., 2012; Tindell & Bohlander, 2012; Junco & Cotton, 2012; Olmstead & Terry, 2014; Jackson, 2013)

Student feedback (My course: Fall 2014) I really enjoyed the no electronics policy in class. It was nice to have an hour of my day where I wasn’t reading s, answering calls and texting family and friends. It really helps focus in class. This might be the only class where I have learned a substantial amount of useful information. Contrary to popular opinion, I liked the no electronics policy. Everyone should be able to put their phone and laptop away for 50 minutes to focus on a class that you are paying for. I completely understand why Lena and the guest speakers don't want electronics out. The no cell phone rule is one of my favorites for the entire semester because it gives you a break from your phone, whether you like it or not, and it is way less distracting to not see other people tinkering on their phones. This sounds so weird but I enjoyed having the no cell phones in class rules it was a great time to be off my phone!

Student feedback (My course: Fall 2014) I also just enjoyed the fact we could not use electronics in class this semester. I clearly remember on the first day of class how I had sat down and pulled out my laptop ready to go thinking this would be just like any other lecture class and I was at first disappointed and a little annoyed when Lena told everyone that this is a no electronic class. However as the semester went on and almost every time I went to class since then, I found myself pretty interested and attentive to the lecture at hand that I did not miss using my laptop or phone throughout class at all. This is probably the only class I have taken in my 2.5 years of being at the University of Illinois at Urbana-Champaign that I am able to say I was completely fine with not using my electronics. Many times throughout the semester I would look at the clock and be amazed that class was almost over, simply because I was pretty interested throughout lecture I didn’t pay attention to the clock and how much time was left. I would also be happy to pull out my phone at 2:50 pm when class was over and be a little happy with myself that I hadn’t looked at my phone for the past hour. It was definitely great to have this experience this semester.

Before you prohibit electronics  Do you have control over the syllabus and in-class structure?  How large is your class?  Who will implement and enforce this policy?  Do you have quizzes or exams?  How should students take notes?  What is your teaching style?  Do you use electronics in meetings, workshops and classes?

Removing electronics: Stay positive  Don’t be punitive or adversarial  Frame within benefits for the students and class culture  Have clear reasons for removing electronics  Incorporate into your syllabus and other course materials  Revise your teaching strategies and anticipated goals  Announce and define expectations and consequences  Be a role model  Reward good behavior