• Lawson, Dakota and Bruce B. Henderson. "The Costs of Texting in the Classroom." College Teaching63.3 (2015): 119. Web.
• In Lawson and Henderson's article, "The Costs of Texting in the Classroom," a study was conducted on how texting in the classroom affects the students' learning capabilities. What was found in this study is similar to another study that was conducted in one of the other articles that I researched. Students in a lecture setting were split into two groups; students that text during class and students that do not text during class. At the end of the lecture period, the students were given a multiple choice quiz. In the results, it was found that the students who were texting throughout the lecture score significantly lower on the quiz than those students who were not texting. The issue that was found with texting in the classroom is that most professors believe that texting during class cannot be avoided, and they choose to simply ignore students texting in class. In response to this, Lawson and Henderson offer up some ideas that professors can use to minimize texting in the classroom. I believe that this article can help my research because it backs up some of the evidence that was found in another one of my articles and helps solidify the argument. Due to the fact that both of these authors are professors at Western Carolina University, I believe that the information found in this article is accurate.

• Ferraro, FR.  "Texting/iPod Dependence, Executive Function and Sleep Quality in College Students." COMPUTERS IN HUMAN BEHAVIOR 49 (2015): 44-9. Web.
• In Ferraro's article, "Texting/iPod Dependence, Executive Function and Sleep Quality in College Students,"  Ferraro focuses on how new media technology links to college students' sleep patterns and how these sleep patterns affect the students' academic performances. First, the students were classified into two different groups known as "poor" sleepers and "good" sleepers. After these classifications were made, the students in the groups were analyzed based on their behavioral patterns. Those students that were classified as poor sleepers showed that they are more prone to be more dependent on iPod and texting use than those students that were classified as good sleepers. It was also shown that the poor sleepers were more likely to develop anxiety and depression. Due to these impacts, it was also shown that the students that were poor sleepers were more likely to perform at a lower academic level than those students that are good sleepers. I believe that this article can benefit my research because it provides new insight on how outside influences can cause new media to have a negative impact on students' learning abilities. I believe that since Ferraro is a psychology professor at the University of North Dakota that the information found in this article is accurate.

• Dietz, S., and C. Henrich. "Texting as a Distraction to Learning in College Students." COMPUTERS IN HUMAN BEHAVIOR 36 (2014): 163-7. Web.
• In Dietz and Henrich's article, "Texting as a Distraction to Learning in College Students," Dietz and Henrich focus on the affects that texting in a lecture setting. A study was conducted where some students in a lecture would be on their phone texting while the other students would not be on their phones. At the end of this lecture, a quiz was given to the students and the results of the texting versus the non-texting students' quizzes were compared. The results showed that the students that were not on their phones scored significantly higher than those that were on their phones. I believe that this article can help my research because I am looking to argue that new media can be beneficial in a college classroom setting as long as this new media has some limitations, such as the texting during a lecture. I believe that since Dietz is a graduate from the University of Kentucky and Salmon P. Chase College of Law and that Henrich is a professor at Yale that the information found in this article is precise.

• Lancaster, Sean. "The Selection of Instant Messaging Or E-Mail: College Students' Perspective for Computer Communication." Information Management & Computer Security 15.1 (2007): 5-22. Web.
• In Lancaster's article, "The Selection of Instant Messaging Or E-Mail: College Students' Perspective for Computer Communication," a survey containing 545 college students was conducted in order to determine what form of new media communication that they thought was more useful; instant messaging or e-mail. In the survey, it was determined that students believed that instant messaging was a more useful form of communication than e-mail. However, it is students believe that instant messaging is only the better choice for new media communications when it is used for personal or social relationships, due to the fact that it is easier to convey emotions, build relationships, and just easier to use in general. Students believe that if the communication is business-based, then the preference for new media technology used is e-mail. This article can help my research because it provides student insight on their preferences when using new media to communicate while attending college. I believe that the information provided by Lancaster is accurate due to the fact that he is a department chair and a professor at a public university in Michigan.

• Escoda, Ana Pérez. "Media Literacy in Primary School: New Challenges in the Digital Age." Teoría de la Educación ; Educación y Cultura en la Sociedad de la Información 15.1 (2013): 43. Web.
• In Escoda's article, "Media Literacy in Primary School: New Challenges in the Digital Age," Escoda discusses the usefulness that technology can play in education. For starts, Escoda mentions that students are more than willing and able to use technology of all kinds in order to enhance the education experience, from communicating through new media to using online resources to access course materials. Escoda also draws ro attention that even though teachers believe that implementing these technologies and new media is necessary and beneficial, there must be proper tutorial on how these tools should be utilized in order to gain the most usefulness out them. Escoda also discusses that technology and learning is always changing, which means that new students and teachers must be open and able to adapt to the new norms and technologies available. This article can help my research by helping me to try to narrow down my topic by focusing on either communicating in school to the tutorials that can be implemented on campuses in order to teach the students and teachers how to use the new media that is introduced. Since Escoda is a professor at the University of Salamanca, I believe that the information found in this article is accurate. 

• Zhang, Liping. "Analysis on New Approaches of Ideological and Political Education in Colleges Under New Media Environment." Creative Education 6.22 (2015): 2427. Web.
• In Zhang's article, "Analysis on New Approaches of Ideological and Political Education in Colleges Under New Media Environment," Zhang discusses the influences that new media technology has on college students. One thing that Zhang discusses is the interactivity of new media in college and how it provides real time interaction amongst students and their peers and teachers, and also how it allows all users to be able to ideas and opinions. Another thing that Zhang focuses on is new media allows messages, sounds, and even videos to a wider audience than just face-to-face interaction can. This article can help my research because it focuses on a topic that I am interested in using, which is how new media technology can make it easier for those in college, whether it be students or teachers, to interact with one another. Different platforms such as WebCampus, Twitter, and emails are just some of the different new media technologies that can be utilized. Zhang's many writings for the Creative Education Foundation ensure that the information found in this article is accurate.

• Firmin, Michael W., and Deanna J. Genesi. "History and Implementation of Classroom Technology." Procedia - Social and Behavioral Sciences 93 (2013): 1603-17. Web.
• In Firmin and Genesi's article, "History and Implementation of Classroom Technology," the main focus of their research and findings is how teachers and administrators have adapted to technology integration and the broader impact that technology use has in a classroom. After giving a brief introduction as to why technology in a classroom is beneficial, Firmin and Genesi go on to acknowledge those that believe technology in a classroom can be a bad thing. They acknowledge the fact that teachers are nervous about implementing technology into a classroom because for most teachers, they have not used technology in a classroom before, making the idea and thought of using technology a bit intimidating. But while this may be the case, it will be nearly impossible for schools to meet the demands that are placed on them without having technology incorporated into classes. They also argue that the difference between the quantity and quality of the technology used will greatly influence how beneficial the technology will be in the class. Lastly, another aspect that they discuss is that with technology, students have access to their grades at real time. They have access to their grades at all times and don't have to ask the teacher what their grade is every time that they are curious. This article can help guide my research into a narrower spectrum. It has given me the new research topics of how the quality, not quantity, of technology implemented has an impact on the affects of technology in a classroom. Since Firmin is a doctor and professor at Cedarville University and Genesi being a professor at Cedarville University, I believe that these credentials ensure that the findings in this article are precise. 

• Brill, Jennifer M. and Chad Galloway. "Perils and Promises: University Instructors Integration of
  Technology in Classroom-Based Practices." British Journal of Educational Technology 38.1 (2007): 95-105. Web
  Brill and Galloway’s article shifts the discussion on what is normally talked about when technology in a classroom is brought up. They focus on tools that van be used in the classroom that can be beneficial for both the student and the teacher. They talk about how universities spend a tremendous amount of money on the equipment needed to implement technology into classrooms and that there is not a proper tutorial on how to utilize this technology to benefit a learning and teaching abilities. They recommend that specific locations on campus be designated for this integration of new technology. For example, a classroom designed with high-tech equipment cannot be placed in a building that was built in the 1800's. Another thing that Brill and Galloway recommend to is look at the success of similar technology that has already been incorporated at other universities. Lastly, Brill and Galloway bring to the readers' attention that another issue with integrating technology into a university is that there could be cultural barriers that make this technology difficult to use for both the students and the teachers. This article can definitely help my research. It discusses the actual integration of technology into a campus rather than just focusing on the actual use of technology. It provides background information about technology on campus and also brings to attention that all campuses don't have technology integrated in yet. Additionally, the article shows how campuses looking to bring new technology in in the future can discuss all of these things before going out and buying all of the equipment. Since Brill is a professor at Virginia Tech University and Galloway is a doctoral student at the University of Georgia, I believe these credentials help ensure the fact that the information found in this article is accurate.