This article describes the author’s auto ethnographic reflections of his experiences with college students’ excessive and inappropriate use of cell phones in the classroom, from his perspective as a college psychology instructor. The article’s focus is upon a combination of personal relevant experience in the context of the qualitative research method of autoethnography, its interplay with performance in the context of giving a presentation about cell phone addiction in the college classroom at a humanistic psychology conference, exposure of the negative consequences of the excessive and inappropriate use of cell phones in college classrooms, and what the author refers to as “humanistic antidotes” to offset these negative consequences. The thrust of the article is based upon the author’s personal relevant experiential reflections during his Spring, 2016 college psychology teaching, and his subsequent preparation and delivery of his related conference talk.
This article describes the author's auto ethnographic reflections of his experiences with college students' excessive and inappropriate use of cell phones in the classroom, from his perspective as a college psychology instructor. The article's focus is upon a combination of personal relevant experience in the context of the qualitative research method of autoethnography, its interplay with performance in the context of giving a presentation about cell phone addiction in the college classroom at a humanistic psychology conference, exposure of the negative consequences of the excessive and inappropriate use of cell phones in college classrooms, and what the author refers to as “humanistic antidotes†to offset these negative consequences. The thrust of the article is based upon the author's personal relevant experiential reflections during his Spring, 2016 college psychology teaching, and his subsequent preparation and delivery of his related conference talk.