Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

Abstract

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies that regulate laptops/tablets than cell phones, and though students want teachers to regulate the use of wireless devices for social reasons, they desire choice when it comes to use of devices for academic reasons. Further, as predicted in our model, teacher verbal aggressiveness and credibility mediate the relationship between teacher technology policies and student perceived cognitive and affective learning. We suggest that students desire both clarity and choice when it comes to use of technology in the classroom.

Measurement in Instructional Communication Research: A Decade in Review

“…In their most recent investigation, Finn and Ledbetter (2014) refined the measure to account for technology purpose (social vs. academic) and type (e.g., cell phone, laptop/tablet). To address cell phones specifically, Finn and Ledbetter replaced the word "technology" in the original (and new) items with "cell phones."…”

Student learning with permissive and restrictive cell phone policies: A classroom experiment

“…In keeping with the literature on technology policies 2014;Ledbetter, & Finn, 2016), this study experimentally imposed a restrictive or permissive cellular phone policyto determine the impact of such policies on student learning outcomes and student behavior. Whereas Finn and Ledbetter's work explored the types of policies, as well as the student motives that underlie cellular phone use during class time, this study focused on what students may think and learn when they go through an entire semester required to adhere to one form of policy or another.…”

“…Cognitive learning refers to students gaining knowledge through their experience in a classroom, and being able to apply and recall what they have learned (Bloom et al, 1956). Affective learning covers students' feelings of affection toward the class content or the instructor (Plax, Kearney, McCroskey, & Richmond, 1986 Based on Finn and Ledbetter's (2013;2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy and the effect of these policies on students' cognitive and affective learning in two sections of a public speaking course,. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester.…”

“…Recent instructional communication research (e.g., Lancaster, & Goodboy, 2015; has explored instructors' use of technology policies within the college classroom, with particular interest in the distinction between social and academic uses of technology (Finn, & Ledbetter, 2014), as well as various student outcomes (e.g., learning; Finn & Ledbetter, 2014;Ledbetter, & Finn, 2016). Still, the literature in this area of research generally relied upon a self-report style questionnaire offered to students.…”

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AbstractBased on Finn and Ledbetter's (2013;2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy in two sections of a public speaking course, and the effect of these policies on students' cognitive and affective learning. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester.

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