Negative Impact of Technology Use and Multi-tasking

by Gary Lew, for EDUC5303G (#techcurr)

Introduction:

Image courtesy of https://www.mountelizabeth.com.sg/healthplus/article/multitasking-debunked

     With mobile device use expected to surpass the five billion mark in consumers, globally, by this year, the increase in technology usage aligns with progressively common multi-tasking activities on a daily basis. On any given day, teens in the United States spend about nine hours using media/technology for their enjoyment - watching TV, videos and movies, playing video games, reading, listening to music and checking social media (Wallace, 2015). Students continue to try and perform multiple tasks simultaneously, such as, texting, browsing Facebook/Instagram/Snapchat, streaming media, “studying”, playing online games, etc. Stenger’s (2017) study shows that technology and multi-tasking impacts brain functioning and learning. The authors’ research shows that learning is less flexible and more specialized when a person is multi-tasking. That is, multi-taskers have difficulty with information retrieval and  reduced long-term memory of tasks. The results indicate that learning facts and concepts worsen if one learns them while being distracted with technology use.

     While Cherry (2019) confirms that multi-tasking seems like a great way to get a lot accomplished, it may seem like you are getting a great deal done, but our brains are not nearly as quick in handling multiple tasks as we would like to think we are. Research suggests that multi-tasking can reduce productivity by 40% when we shift from one thing to another. It is difficult to tune out distractions, which causes a mental block. Technology use and multi-tasking impacts brain function, making it worse to sort out relevant information from irrelevant ones. Therefore, multitasking can lead to over-stimulation of one’s brain function and this could adversely increase an individual’s stress levels. The constant high stress level can cause individuals to become more sick, missing days of work/school, and decreasing their overall work productivity.  Furthermore, Umoh (2017) found that regular multitasking is correlated with low emotional intelligence. In fact, multitasking while doing cognitive tasks can decrease the IQ by 10 to 15 points and have the equivalent effect of not sleeping the night before, thereby lowering productivity.

Image courtesy of https://www.cnn.com/2015/11/03/health/teens-tweens-media-screen-use-report/index.html

Solutions:

     So what can be done? To minimize the negative effects of technology use and multitasking, tasks should be prioritized and goals set for each day, week or month to ensure that individuals know what things are important and what can wait in terms of deadlines. Korby (2013) offers some other strategies, such as:

• working offline and disconnecting from the internet (stop checking social media and news feeds every five minutes).

• setting limitations on technology use.

• setting aside “family time” to reconnect with individuals……Talk to each other, have conversations.

• making a realistic “to do” list: A to do list is great, but a list of 20 items can be demotivating. Rather list the top five things that are most urgent. When these are done, move on to the next.

• minimizing multitasking: Pick one thing and finish it. Don’t try and do multiple items simultaneously, moving from one to the next every 10 minutes.

• Time block: Dedicating certain times to certain tasks. This will help in managing your time, and lead to tasks being completed faster and better.                    

d                                                                                                                          (Umoh, 2017)

     Summary:

         While it may be evident from the research that multitasking while using technology has a negative impact on productivity and brain function, to the net generation multitasker this may be the acceptable norm.  Net Gener’s want the freedom to try new and different things that are fun, engaging and challenging.  Research suggests that they expect to have the flexibility to choose where and when to work, and what technology to use to integrate their home and social life with work life. Net Gener’s are natural collaborators.  They build social online relationships and collaborations through chat groups, play multi-user video games, texting, using social media (instant messaging), and share files with others for school work or fun. Net Gener’s live in a world of digital speed, so they expect everything they do to be instantaneous, 24/7, from instant messaging responses to video gaming speed and feedback, so multitasking with technology use comes naturally to them (Tapscott, 2009).

        Korby (2013) suggests the problem might be more complex than just teen brains being impacted by technology interruptions. Perhaps many students aren’t being challenged and engaged enough to stimulate their brains in class. So, the result is kids who are looking for a welcome, exciting distraction using a variety of technology tools simultaneously.  As the article indicates, we should prefer talking to our students when they are actually in the room. We want our students to boldly take risks. They cannot do this if they are constantly using technology and their ideas come anonymously across an electronic device.

     References:

   Cherry, K. (2019, March 16). The Cognitive and Productive Costs of Multitasking. Retrieved from https://www.verywellmind.com/multitasking-2795003

    Korby, H. (2013, May 15). With Tech Tools, How Should Teachers Tackle Multitasking In Class? Retrieved from https://www.kqed.org/mindshift/28719/with-tech-tools-how-should-teachers-tackle-multitasking-in-class

    Stenger, M. (2013, December 01). How Technology-Based Multitasking Impacts Learning. Retrieved from https://www.opencolleges.edu.au/informed/other/how-technology-based-multitasking-impacts-learning

    Tapscott, D. (2009). The eight net gen norms. In Grown up digital (pp.75-96). Toronto, Ontario: McGraw-Hill.

    Umoh, R. (2017, October 6). With Tech Tools, How Should Teachers Tackle Multitasking In Class? Retrieved from https://www.kqed.org/mindshift/28719/with-tech-tools-how-should-teachers-tackle-multitasking-in-class

     Wallace, K. (2015, November 03). Teens spend 9 hours a day using media, report says. Retrieved from https://www.cnn.com/2015/11/03/health/teens-tweens-media-screen-use-report/index.html