This reflective paper discusses the growing presence of student laptop computers and smart phones in classrooms and the various strategies adopted by lecturers and faculty to deal with ‘digital distraction’. The paper further suggests solutions based upon constructivist pedagogy to turn these distracting devices into learning tools. Students entering university are digital natives, having grown up in a world where computer and mobile phone use is second nature. However, literature in this area has provided conflicting results, some researchers concluding that students using computers to take notes have reduced test scores and that students who take handwritten notes utilize different cognitive areas of the brain than those who take notes on a computer. Other research concludes that restrictive methods for dealing with digital devices is ineffective and that educators should formulate creative tactics in order to make digital devices part of the learning experience. The paper concludes with a constructivist-based checklist for managing digital distraction in the classroom.