Managing technology use during exams

This does not just apply to having healthy online and digital habits, but also to how they are performing generally, how their physical and mental wellbeing is going, and how healthy their social and personal circles are.

• The use of ICT and related technologies will have been a part of the students' integrated learning, studying and schoolwork experience for many years – possibly going back to primary school. Students will be familiar with the various technologies, websites, online study resources, etc. and be able to use and navigate this landscape easily.
• For many of the senior students, Year 12 is a challenging and stressful time. When faced with a lot of reading to do, or a major project to complete before a tight deadline, it is understandable if one feels anxious, or slips into patterns of avoidance or procrastination. The key here is to be able to recognise these signs, and take positive action before it becomes a major problem.

"Make sure you have a structured study plan, set reasonable goals and targets for each day, and do reward yourself with some non-study activities throughout the day – preferably outdoor exercise, rather than an online activity."

• Avoidance and procrastination is a very common condition, which can come to a head during the stresses of the HSC year. Make sure you have a structured study plan, set reasonable goals and targets for each day, and do reward yourself with some non-study activities throughout the day – preferably outdoor exercise, rather than an online activity. If you have difficulties preparing a study plan, speak with you Mentor.
• Remember that it is not possible to study or revise for hours at a time without regular breaks. The brain simply cannot ‘absorb’ lots of information endlessly. We know that taking regular breaks, about every 30-40 minutes, and getting some sunlight, fresh air and some light exercise (eg. walking or stretching) can actually consolidate learning and memory, and improve concentration. So factor in regular study breaks within the day. Try to avoid using this break time to go online – although this may seem relaxing and enjoyable, it is actually another form of ‘information’ for the brain to process and this could actually undermine and replace what you have just been learning.
• Associated with this concept of avoidance, is the problem of digital distraction. It is well-recognised that all activities done on computers or smartphones, such as gaming, social media, video-viewing or online shopping, are to a large extent intentionally engineered by their designers to promote deep engagement, heavy use or even overuse. In short, they can risk becoming a big ‘time sink’ for the students right at a time that they need to keep focussed. It is a common experience for people to end up spending much longer online than they initially planned to.

Here are two simple, practical steps a student can take to avoid this digital distraction.
One is to keep the chosen study area / desk at home, a completely device-free zone except for the computer needed for any study. Place all phones, iPods, gaming consoles, etc in another room, completely out of sight.

"We know from research that, even if devices are not being actively used, a small amount of the brain’s capacity is being ‘used up’ in thinking about them, even if this is unconscious."

For example, the brain may be ‘on the alert’ for notifications to come in, at random times. We must train our brain to know that the study area is for just that, and the ‘device zone’ can be visited, at set times, in a controlled manner.

Another practical tip is to program time-allowances into the device, prior to using them. Many apps and device features will be able to do this. The phone or device can then give a warning after, say, 10 or 15 mins usage, to finish use, or it could shut itself off at a set time. I suggest only employing these ‘external’ methods, if self-monitoring of online time does not work. It is much better, in the long term, to learn to take responsibility and self-motivated action to limit digital distraction.

An easy-to-use strategy I teach families and clients is to think of the ‘Three Ts’ whenever one commences an online activity, no matter how large or small. These stand for:

• Time: how long do you aim to spend on this activity? This applies to whether it is a revision or study activity, social media, or gaming with friends. Setting a time in advance means you are more likely to stick with it.
• Task-oriented: work out the specific purpose of this activity, and what you aim to achieve when doing it. Have a set of goals or outcomes, and avoid just going online because you ‘are bored’ or ‘have nothing better to do’. You are much more likely to have a productive, and enjoyable, experience if you have a purpose.
• Tolerance of uncertainty (or in-completion): Always bear in mind that whatever we do online, there will always be things we will not complete, or interesting things to read or view just ‘one click away’. This applies to computer gaming, social media, video channels, and TV shows. As noted above, websites are designed to keep offering an almost limitless experience, to keep us engaged and clicking or scrolling away. Once we understand this, we will be better able to ‘step away’ from our screens and move onto other activities.