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Abstract
This article presents case studies involving graduate students who exhibited multitasking behaviors during their university courses, and explores how those behaviors functioned in their own classrooms. Though these university students appeared to be inattentive, their multitasking proved to be indicative of creativity and flexibility in their classrooms. Teacher educators should explore the missing link in the evolutionary transition between traditional learning and multitasking classrooms of the future. Findings from classroom observations also revealed possible gender bias.