ABSTRACT
In this chapter smartphones are discussed as technological-cultural object and for their problematic effects in learning in school and Universities. In fact, smartphones use can have many effects on our memory, social, and problem solvings processes, as all the information and social contacts we need are easily accessible online and an excessive use of the device can lead to a “smartphone addiction” or problematic smartphone use. This psychological dependence may also be associated with a series of physical and cognitive symptoms that affects mostly young and can have negative collateral effects on students’ attention during lessons and on their learning processes. It should also be borne in mind that smartphone addition is not restricted to students but can also affect teachers. Teachers and instructors can use control strategies to prevent or cure smartphone addiction based not on coercive control but for example on raise of students’ awareness of this problem and on stimulation of self-regulation: this approach seems a decisive factor in dealing successfully with emotional impulsiveness and in activating meta-cognitive reflection. It is also essential that educators use effective teaching strategies that involve students and prevent boredom in class, because they are likely to be tempted to use their smartphones.
