DECONSTRUCTING THE MYTH OF THE MULTITASKING STUDENT

Abstract

This study addressed the impact of digital technologies on student concentration and the relationship with the multitasking myth in the contemporary educational context. The central problem of the research was how digital tools, widely used in schools, influence students' concentration capacity and affect the learning process. The aim was to investigate how the insertion of these technologies interferes with cognitive efficiency, especially considering the multitasking idea. The adopted methodology was bibliographic research, analyzing academic papers and works on the subject. The study's development discussed the negative effects of digital dispersion, highlighting that the simultaneous use of multiple technologies may hinder content retention and deep reflection. It was concluded that, despite the pedagogical advantages of digital tools, the lack of appropriate mediation can reduce student concentration, compromising learning. The final considerations pointed out the need for further research on pedagogical strategies that integrate technologies in a balanced and effective way. Thus, the research contributed to the reflection on the impact of technologies in education and emphasized the importance of teacher training and conscious management of digital use in the school environment.