Abstract
The purpose of this research was to study the prevalence of cyberloafing among students in the classroom. 150 (66 are boys and 84 are girls) schoolchildren living in the Ural region of the Russian Federation between the ages of 13 and 15 took part in the study. The scale of cyberloafing by Y. Akbulut et al., translated into Russian used for the collection of empirical data. Student’s T-criterion was used to analyze differences in cyberloafing levels in children of different sexes. The results of the research showed that during lessons they are most often interested in content and communicate with friends. The girls are more prone to cyberloafing than the boys. Girls are more likely to go to social media lessons and communicate online. Boys are more likely to play on the lessons in games on their mobile gadgets.
Highlights
The generation of modern schoolchildren is growing into the environment of information technologies
150 schoolchildren living in the Ural region of the Russian Federation between the ages of 13 and 15 took part in the study
Data indicate that schoolchildren use the Internet to search for information and communicate online during lessons more often than other types of cyberloafing behavior
Summary
The generation of modern schoolchildren is growing into the environment of information technologies As a result, these children differ greatly from their parents and teachers in childhood in communicative skills, type of thinking, speed of information processing, etc. These children differ greatly from their parents and teachers in childhood in communicative skills, type of thinking, speed of information processing, etc They are used by information technology everywhere, including in the classroom. Differences in the social situation of development create conditions for intergenerational gaps and create new risks in the education system, which are insufficiently studied. Such risks include the use of information and communication technologies in classes for nonlearning tasks – cyberloafing
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