This is a starting point . . . of course, by the time you are reading this, many of the texts may be out of date and more accurate research may be readily available.
Bila, Jebediah. #DoNotDisturb: How I Ghosted My Cell Phone to Take Back My Life. New York: Harper, 2018.
Probably a book better suited for a young teacher who understands the difficulties of her students having grown up in the cell phone era as well. She might then borrow bits of this book to share with her students, but it probably isn’t a text that is relevant or entirely appropriate for the classroom.
Broekhuizen, Ludwig van. “The Paradox of Classroom Technology: Despite Proliferation and Access, Students Not Using Technology for Learning.” AdvancEd.org, accessed May 15, 2019. https://www.advanc-ed.org/sites/default/files/AdvancED_eleot_Classroom_Tech_Report.pdf (accessed May 24, 2019).
A report on the use of technology in classrooms for educational purposes that paints a dim view of the efficacy of technology in the classroom setting without explicating exactly why this is so.
Brooks, David. “How Artificial Intelligence Can Save Your Life.” The New York Times, June 24, 2019. https://www.nytimes.com/2019/06/24/opinion/artificial-intelligence-depression.html?em_pos=large&ref=headline&te=1&nl=sunday-best&emc=edit_owr_20190630?campaign_id=94&instance_id=10588&segment_id=14800&user_id=15abe43389d3c27b16ea586e3491fc67®i_id=88881976dit_owr_20190630.
Brooks’ columns are usually interesting to read, but the comments section following them is often even more entertaining as he tends to spark lively debate with his comments (and with what he leaves out). This article is no exception and is tangentially related to the subject of social media as it deals with how AI might better enable us to identify mental health concerns and maladaptive behaviors.
Brooks, Mike, and Jon Lasser. Tech Generation: Raising Balanced Kids in a Hyper-Connected World. New York: Oxford University Press, 2018.
Really a handbook for parents on how to raise tech-healthy kids or how to intervene if your children are already showing signs of tech addiction. Combines much of the research found in other books and articles on this subject with the psychology of good parenting. Offers some assessments to determine tech risk and answers to popular questions parents might have. Much of the content could be adapted for use in the classroom since the responsibilities of being in loco parentis have become much greater for teachers of late.
Christensen, Arnfinn. “Paper beats computer screens.” ScienceNordic, March 13, 2013. http://sciencenordic.com/paper-beats-computer-screens (accessed May 24, 2019).
Research from a European study that suggests technology in the classroom may not help improve student learning and achievement.
Clement, Joe. Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber. Chicago: Chicago Review Press, 2018.
Two veteran teachers offer their perspectives on the detrimental effects of technology on learning in and out of the classroom. Because they are fond of and very familiar with technology, they also explore how to limit and/focus its use to maximize the educational benefits. Written in a very readable style and supported by a good deal of fairly recent research, this book would be a good primer for beginning teachers and any administrator who is a little unreasonably insistent that technology be used frequently in the classroom.
Denoël, Etienne, and Emma Dorn, Andrew Goodman, Jussi Hiltunen, Marc Krawitz, and Mona Mourshed. “Drivers of Student Performance: Insights from Europe.” McKinsey & Company, November, 2017. https://www.mckinsey.com/industries/social-sector/our-insights/drivers-of-student-performance-insights-from-europe (accessed May 24, 2019).
Interesting research around PISA results comparing European and non-European results. It compares factors influencing student success with some insight into the importance of motivation and types of instruction as well as the negative impacts of technology in the classroom. Importantly, it raises questions about how cell phones and social media might influence motivation.
Dodgen-Magee, Doreen. Deviced!: Balancing Life and Technology in a Digital World. Lanham, MD: Rowman & Littlefield, 2018.
Like a few other books in this genre (and lots more to be available soon, I am sure) this is a readable book that combines research, plentiful anecdotes from a variety of people, and some sound advice on how to have a healthier relationship with all facets of modern social technology (without being didactic or unrealistic).
Espejo, Roman, ed. Cell Phones in Schools. Farmington Hills, MI: Greenhaven Press, 2014.
As odd as it seems, this educational volume of essays on issues surrounding cell phones and education may already be a little dated (not to mention that these “made for schools” collections often read a bit cheesy and bland), but it still might prove a valuable resource for teachers seeking accessible and balanced writing for kids to explore.
Eyal, Nir. Hooked: How to Build Habit-Forming Products. New York: Portfolio/Penguin, 2014.
This very readable book uses the research, examples from modern tech, and the author’s personal experiences to describe how you can design products through the four stages that “hook” your customers – you can think of it as the Devil’s distraction handbook or the iGen Bible depending on your view of modern technology. The author assures us there need be no serious ethical concerns as your goals are noble – you wish to help people – and most people can self-regulate, so they aren’t really susceptible to addiction.
Felisoni, Daniel Draghan, and Alexandra Strommer Godoi. “Cell phone usage and academic performance: An experiment.” Computers & Education, Vol. 117, February 2018. https://www.sciencedirect.com/science/article/pii/S0360131517302324
A study of 43 students in Brazil that controlled for academic ability and demonstrated a strong (deleterious) correlation between cell phone use and academic performance, especially if that cell phone use occurred during class.
Horn, Michael. “New Research Answers Whether Technology Is Good Or Bad For Learning.” Forbes, November 14, 2017. https://www.forbes.com/sites/michaelhorn/2017/11/14/new-research-answers-whether-technology-is-good-or-bad-for-learning/#1f1a9cca19d7 (accessed May 24, 2019).
Argues that the pros of technology use in the classroom depend on the learning model, not the technology. If teachers have not been properly trained and the learning model is inappropriate, then technology worsens educational outcomes.
Khine, Myint Swe, and Shaljan Areepattamannil, eds. Non-cognitive Skills and Factors in Educational Attainment. Boston, MA: Sense Publishers, February 18, 2019.
A very recent publication that synthesizes much of the current research on the importance of soft skills in education (and success beyond) in academic essays by various authors.
Lukianoff, Greg, and Jonathan Haidt. The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure. New York: Penguin Press, 2018.
An interesting read that might disappoint or offend anyone on either extreme of the liberal-conservative spectrum, but it does offer some stunning examples of how far some institutions (people) will go to appease special interest groups at the expense of truth, justice, honest debate, and slightly thicker skins. Much of this book does not pertain specifically to cell phones, social media, or video games, but sections of it do elucidate the role these elements of modern technology contribute to its thesis.
May, Kaitlyn, and Anastasia D. Elder. “Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance.” International Journal of Educational Technology in Higher Education, February 27, 2018. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-0096-z.
Describes how the research details the detrimental impacts of media multitasking on all measures of learning during educational activities both in and out of the classroom and suggests some promise for the future in enhancing student self-regulation.
McNamee, Roger. Zucked: Waking Up to the Facebook Catastrophe. New York: Penguin Press, 2019.
In this act of contrition, McNamee offers an insider’s look at the history of Facebook and how its unhealthy-verging-on-insidious relationship to the average consumer developed. Probably not necessary to read the whole book unless you were doing a unit or project specifically on Facebook and whether or not the people behind it were fully aware of the breadth and depth of its impact.
Newport, Cal. Digital Minimalism: Choosing a Focused Life in a Noisy World. New York: Portfolio/Penguin, 2019.
The case for limited technological dependence/use from someone who has never displayed any of the signs of cell phone or social media addiction. The insights and suggestions are valuable and the anecdotes effective, but as with so much practical advice for bettering our lives – easy to offer, hard to follow . . . especially if, unlike the author, you are fully immersed in modern social media culture.
O’Brien, Carl. “Technology can hurt students’ learning research shows.” The Irish Times, February 9, 2018. https://www.irishtimes.com/news/education/technology-can-hurt-students-learning-research-shows-1.3385864 (accessed May 24, 2019).
Short article summarizing some findings of an international study on technology use – mostly of value for what it says at the end about student mindsets being a more important focus than just their use of technology.
Pedro, Luis Francisco Mendes Gabriel, Claudia Marina Monica de Oliveira Barbosa, and Carlos Manuel das Neves Santos. “A critical review of mobile learning integration in formal educational contexts.” International Journal of Educational Technology in Higher Education, March 15, 2018. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-0091-4
A survey of the research into how cell phones impact learning at the university level that stresses the inconclusiveness of the findings thus far; though it does suggest that there are some serious obstacles to effective implementation that must be addressed. The two most problematic are student engagement/distraction and the lack of teacher training in effective methods of incorporating such technology into content delivery.
Price, Catherine. How to Break Up with Your Phone. New York: Ten Speed Press, 2018.
Like a few other books and articles, this self-help book summarizes the research on the problems with an overdependence on our cell phones and social media. It then provides a 30-day plan to “break up” with your phone (though in the end it seems like the author is really just recommending a “friends with benefits” relationship.) It’s a quick, easy read with some sound advice that could have been offered in fewer pages.
Richmond, Aaron S., and Jordan D. Troisi. “Technology in the Classroom: What the Research Tells Us.” Inside Higher Ed, December 12, 2018. https://www.insidehighered.com/digital-learning/views/2018/12/12/what-research-tells-us-about-using-technology-classroom-opinion (accessed May 24, 2019).
A brief but balanced view of the value of technology in the classroom that also gives some suggestions for improving its efficacy. The benefits seem mostly for students with special needs.
Turkle, Sherry. Reclaiming Conversation: The Power of Talk in a Digital Age. New York: Penguin Press, 2015.
A manifesto for a return to conversation as a cure for our intellectually and socially crippling addiction to technology (especially social media) – without really establishing that most of us had great conversations before our cell phones interrupted. Like her previous work, much more dependent on anecdotal evidence and conjecture than clear data that illustrates cause and effect – however, I found the examples and writing much more engaging in this book than in her book Alone Together. For the kids, it might be better to rely on her articles and Ted Talks which give you more bang for the buck.
Twenge, Jean M. iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy – and Completely Unprepared for Adulthood – and What That Means for the Rest of Us. New York: Simon & Schuster, 2019.
An interesting book with lots of fodder for discussion that occasionally seems to mistake correlation for causation and self-reported opinions (to somewhat vague or leading questions) for observable fact. Still, an easy-to-read compendium of anecdotes and research regarding how the latest generation has been affected by modern technology that serves as a strong voice in a very crowded conversation.
Wadhwa, Vivek, and Alex Salkever. Your Happiness Was Hacked: Why Tech Is Winning the Battle to Control Your Brain, and How to Fight Back. Oakland: Berrett-Koehler Publishers, 2018.
An easy-to-read-book that breaks down some of the research on the negative effects of technology on various parts of our lives. As it is accessible to both students and teachers, one might use specific chapters as resources to focus on specific areas of technology usage.
Zomorodi, Manoush. Bored and Brilliant: How Spacing Out Can Unlock Your Most Productive and Creative Self. New York: St. Martin’s Press, 2017.
Examines the problems of tech absorption and addiction from the perspective of the benefits of boredom. Uses anecdotes and research to illustrate the dangers of our tech obsession (specifically phones) and then offers exercises to help us break our co-dependency.