... Education Technology Effects on Teenagers: The Productive and the Unproductive Anaiah Wright | Marian University | 3200 Cold Spring Rd. Indianapolis, IN 46222 Introduction The world of education was in an uproar in the year of 2020 when most schools around the world relied on technology and online education to get students to engage in curriculum completely online! This was an adjustment for educators and students who inevitably became responsible for their own digital comprehension and acquisition of learning. In 2024, this is not the standard teaching practice, but remote/ hybrid education programs do exist, making it important to compare pros and cons/risks for this teaching style. Purpose/ Audience The purpose of this research was to determine the benefits of learning via technology, and what behaviors might occur alongside this practice. Researching these learning behaviors in teenagers would allow secondary educators to examine how well their students are learning so that they could incorporate learning techniques that would actually benefit their students in their adult life. Digital Multitasking High School Students are distracted 37.8% of the time while completing digital homework. Top 5 Reasons for shifting attention during homework: Boredom Searching homework-related questions Connecting with peers Just out of habit Making learning more entertaining Techniques to reduce distraction: Turn distracting device on silent (most willing) Keep device nearby but not visible Stow the device into another room Turn off the phone (most unwilling) Pairing cellular devices with positive learning experiences increases digital-multitasking, This is often counterproductive, because miscellaneous tasks are completed alongside learning. Autonomous Learning Learner Autonomy: Control over one's learning. Study used digital tools (Kahoot, Google Form, Quizizz, Quizlet, Socrative). Control group was taught using traditional learning concepts by utilizing the books printed material. The experiment group was self-taught using digital tools and examined for efficiency in learning technique. Four Areas of Observation: 1. Self-reliance 2. Information literacy 3. Linguistic confidence 4. Strategy (metacognitive) Autonomy varied in listening, structure, and reading skills, but most participants failed to become autonomous in learning strategy. Overall, implementing digital tools as a part of Education Technology is effective in producing autonomous learners. Conclusion The findings of this research can be used in everyday settings by secondary educators who wish to implement online learning tools that will not become counterproductive to the students using. Understanding basic teenage nature and how that will affect constant focus on the online material that is provided for them. There are skills that can be enforced that will shift the adolescents behavior to engage in more efficient online learning. Through measuring specific adaptability traits, it can be determined whether or not a high school student actually gains from technology. Application The findings of this research can be used in everyday settings by secondary educators who wish to implement online learning tools that will not become counterproductive to the students using. Understanding basic teenage nature and how that will affect constant focus on the online material that is provided for them. There are skills that can be enforced that will shift the adolescents behavior to engage in more efficient online learning. Through measuring specific adaptability traits, it can be determined whether or not a high school student actually gains from technology. References Anderson, J., & Rainie, L. (2012, February 29). Main findings: Teens, technology, and human potential in 2020. Pew Research Center. Retrieved April 19, 2024, from https://www.pewresearch.org/internet/2012/02/29/main-findings-teens-technology-and-humanpotential-in-2020/ Forsythe, T. (2022, November 21). Using Technology to Improve Student Engagement. AACSB. Retrieved April 19, 2024, from https://www.aacsb.edu/insights/articles/2022/11/using-technologyto-improve-student-engagement Guide, S. (2022, October 27). Positive Effects of Digital Technology Use by Adolescents: A Scoping Review of the Literature. NCBI. Retrieved April 19, 2024, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9658971/ Mrazek, A. J., Mrazek, M. D., Ortega, J. R., Ji, R. R., Karimi, S. S., Brown, C. S., Alexander, C. A., Khan, M., Panahi, R., Sadoff, M., Scott, A., Tyszka, J. E., & Schooler, J. W. (2021, November 5). Teenagers smartphone use during homework: An analysis of beliefs and behaviors around digital multitasking. MDPI. https://www.mdpi.com/2227-7102/11/11/713 Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423. https://doi.org/10.30935/cedtech/13094 ...