Abstract
This article is a review of recent researches on digital multitasking problem. Claiming that digital technologies are changing the traditional roles of a teacher and a student, we must clearly understand a kind of effects arised at the moment digital technologies are used in the classroom. Moreover, the methods of applying digital technologies for the success of students’ academic progress are not always obvious to the teacher himself. The goal of the research analysis on digital multitasking in education problem is to identify shifts in settings and accents from the operationalism methodology to attempts of application of analytical philosophy of consciousness methodology and / or postmodern philosophy. This allows us to analyze the intentions, motives of the educational process participants and thereby define new conceptual boundaries of digital multitasking.
Highlights
This article is useful for those who want to understand the contradictions in electronic education and the digital technologies used at universities, including scientists and practitioners, students, teachers and administrators
Digital multitasking in the educational process occurs when digital technologies are used in the classroom
Analysis of posts in social networks shows that users open and read short and simple messages, preferring not to open long and overloaded ones.This implies, as Rubinstein and J., Meyer, D. (2001) show that in a case of a conflict of text and graphics, multimedia technologies are ineffective.Willingham, D. (2009) states that the teacher’s use of digital technology does not mean that students will learn better
Summary
This article is useful for those who want to understand the contradictions in electronic education and the digital technologies used at universities, including scientists and practitioners, students, teachers and administrators. It is widely believed that education in the digital age should be implemented through the widespread use of information and communication technologies. Digital technologies in pedagogy are able to transform the relationship between the components of education. A significant amount of pedagogical research is devoted to the analysis of the actions of students with digital (information) technologies. Such studies provide a vivid idea of the complex lives of today's students and confirm the value of attracting students to important decisions
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