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Abstract
The genesis of this paper was two-fold: my own frustration in the classroom with how to deal with students’ disruptive use of mobile technology devices and how these devices could be harnessed to motivate students and enhance learning. As the use of these ubiquitous mobile technology devices (i.e., cell phones, smart phones, tablets, laptops, and soon Google Glass™) has bourgeoned in academic settings, new challenges are faced by instructors and institutions of higher education. These challenges include classroom management, academic dishonesty, student academic performance, and sustained student attention. Some argue that these mobile technologies have no place in the classroom setting while others argue that mobile technologies are critical for safety and should also be incorporated in the classroom as a student instructional aid. This paper briefly examines whether college students’ use of mobile technology devices is disruptive or manageable in the classroom.