Strengthening the study-time/free-time boundary
In the recent post (The downside of device based learning), we made the case that it’s time to rethink device-based learning as the preferred option for most students. Today’s post is for students and parents of students who are living in the device-based learning paradigm. The question we encounter over and over again in working with these students is, ‘how can I stay focused while using my computer in class or for study at home?’
As discussed previously, the challenge students face is that their devices are made for multitasking, and multitasking is counterproductive for learning! So, another way to put the question would be: ‘How can I use my device without multitasking?’
There are a number of approaches students can try, all of which can be thought of as different ways of strengthening the study-time / free-time boundary. When a device is in use for ‘study-time’, the student’s habits of use are being trained to focus on one task only. When it is used in ‘free-time’, different habits of use can take over and the student is free to engage in multitasking. The key is for students to be able to clearly distinguish these two modes of using their devices.
It should be noted that it is really hard for anyone to switch between two different kinds of habits for using the same tool. Students will need to commit to persevering, and in return they will need considerable compassion from us — parents, educators and other support persons — as they persevere and face setbacks along the way.
1. Externally controlled blockings tools…and their limits
Blocking tools can be understood as an attempt to force the device itself into two modes: one where the student has the free use of the device in all its multi-tasking functions, and one where the device’s functions are limited by losing access to certain website or apps – making multitasking difficult or impossible. This might seem like the ideal scenario. However, the reality is that these tools have considerable limitations.First, it is practically impossible to render a device like a computer entirely distraction-free, especially if the internet needs to remain accessible for schoolwork. There are simply so many ways to use it!Secondly, there are always ways around the block which a clever tech-savvy secondary student can discover. If a student is determined to find a way around the block, you can almost guarantee it will be found.
Given those limitations, a blocking tool may still be useful if:
- There are specific websites or apps that are the chief source of distraction to the student
- You can identify a clear goal for the use of these websites/apps which the blocking tool can assist with e.g. a time restriction or blocked access during certain hours of the day
- The student recognises the benefits of the tool and is personally committed enough to its use to not go looking for work-arounds
2. Focus-friendly apps and settings
Focus-friendly apps can be thought of as the ‘soft’ version of the blocking tool – one which discourages unproductive screen time while it is running, but which is turned on or off at the student’s own initiative. Students are often familiar with using these on their phones (for instance, the ‘Do Not Disturb’ setting or apps like Forrest), but they may not be aware that similar tools are available for computers. These apps do require some discipline on the student’s part to use. A great part of the purpose they serve is simply to make multitasking a bit less of an unconscious habit and more of a conscious decision, giving the student the opportunity to reign things in and get back on track.Here is a recent review of a range of focus and blocking apps with differing levels of focus support, ranging from a complete block of distracting sites to a short pause on opening them which gives the user time to change tracks: https://zapier.com/blog/stay-focused-avoid-distractions/
3. Thoughtful habits to distinguish work and play
Whether or not any kind of focus app is to be used, all students will benefit from a discussion about what optimal use of their devices looks like for them. The goal of this discussion should be to identify some habits to distinguish when their devices are used for ‘work’ and when for ‘play’. 
Some ways to support this distinction include:
- Having time boundaries around when devices are used for certain activities e.g. no internet shopping until after dinner or no gaming except on weekends. A consistent and clear boundary is much easier to respect than a vague one that is always up for negotiation. It can also help the student set expectations for friends about when they are contactable or available for social gaming.
- At the end of a ‘play’ use of a device, closing any browsing tabs which have been opened. This means that the next time the computer is used for schoolwork purposes, they aren’t right there to distract from the student’s purpose.
- Using different devices for different purposes, where possible, or perhaps setting up different user profiles on the same device.
4. Cultivating the wider study environment
Changes in the spaces where devices are used can also help reinforce the study-time/free-time boundary.If possible, consider making the bedroom desk space a study-only space, using the device in another part of the house for pleasure (or the other way around – some students find they stay on task more easily in a public space).Alternatively, some students appreciate separating school from home altogether by staying back at school to study during the week or going to a public library on weekends.
5. Ditch the social media—if you dare!
We are starting to see a few students take this path to free themselves from a major source of distractions. This may not be the right choice for every student, but it is worth them considering, ‘Could I live without it?’. It doesn’t have to be a permanent withdrawal as it could also be done on a seasonal basis e.g. during exam periods or just during term time in Year 12.
Device-use habits don’t have an instantaneous fix (even if you do delete social media!). Retraining habits comes through the accumulation of small decisions. Each decision against multitasking is a small win. Over time, through numerous small decisions to stay on task, a new pattern will be created: a new way of experiencing devices as tools for learning rather than as tools for multitasking.
To learn more about how we support students and equip them with the necessary tools, skills and strategies please get in touch.
