Thực trạng “xao nhãng do công nghệ số” của học sinh tiểu học và chiến lược quản lí của giáo viên: Nghiên cứu trường hợp tại Trường Quốc tế Á Châu

Digital distractions

Tóm tắt

The robust development of digital technology has created many opportunities for education innovation, but also posed significant challenges. This study examines digital distractions among primary school learners and the strategies teachers use to manage them at the Asian International School, Vietnam. A qualitative case study design was employed with seven semi-structured teacher interviews and ten classroom observations. Data were collected using interview protocols and structured observation sheets, and analyzed thematically following Braun and Clarke’s (2006) framework. The findings indicate that the students were distracted by social media, online games, non-academic browsing, and multitasking, which negatively affected attention, memory, and task completion. The teachers applied classroom rules, close supervision, and monitoring software (e.g., NetSupport School, LanSchool), as well as interactive approaches such as group work, Q&A activities, gamification, and reward systems to sustain engagement. Framed by Cognitive Load Theory and Social Cognitive Theory, the results highlight how digital distractions create cognitive overload and undermine self-regulation. The study provides practical insights for strengthening school policies and teaching practices to build balanced technology-enhanced learning environments.