The topic deals with learning countries and capitals, particularly on reducing technostress. Technostress, the stress caused by the use of technology, can hurt learning and information absorption. The goal is to develop strategies and tools that make learning geographic information effective while minimizing exposure to digital devices. This can be achieved by integrating traditional learning, breaks from screens, and the use of less stressful digital resources. A balanced use of technology, analog methods, and targeted relaxation techniques should enable stress-free and practical learning.
| Learning Scenario | |
| Title | Learning Countries via Tools |
| Creator Creator | Seyma Kocak |
| Main Idea / Description | The topic deals with learning countries and capitals, particularly on reducing technostress. Technostress, the stress caused by the use of technology, can hurt learning and information absorption. The goal is to develop strategies and tools that make learning geographic information effective while minimizing exposure to digital devices. This can be achieved by integrating traditional learning, breaks from screens, and the use of less stressful digital resources. A balanced use of technology, analog methods, and targeted relaxation techniques should enable stress-free and practical learning. |
| Target Group (students’ age, learning level, background, disabilities) | Students120 min |
| Curriculum & Learning Subjects | Geography |
| Learning Objectives | Learning Objectives:Geographical skills:Knowledge of the world map: ability to locate countries and their capitals on a world map.Technological competencies:Conscious use of technology: the ability to use technology purposefully and consciously to avoid information overload and technostress.Use of web-based tools: Competent use of child-friendly digital tools that support learning without causing undue stress.Social and emotional skills:Stress management: Develop techniques to manage stress and relax, e.g., by taking breaks and doing relaxation exercises.Self-regulation: Ability to recognize and regulate one’s own emotions and stress levels. Learning and work strategies:Time management: developing skills to effectively plan learning phases and breaks.Independent learning: Promoting the ability to learn independently and to motivate oneself.Diverse learning methods: Different learning methods, such as games, cards, quizzes, and interactive exercises, can make learning varied and effective. |
| Teachers’ Wellness Competences | Competences Teachers Need for Technostress Mitigation: Knowledge of technostress risks and mitigation strategies.Ability to identify technostress risks in distance learning scenarios.Ability to design distance learning scenarios that mitigate technostress risks.Ability to support learners who are experiencing technostress.Ability to protect themselves from experiencing technostress. Select from list of Teacher socioemotional e-competencies (TABLE 1)Emotional e-independenceSocial e-ComptencyE-Self-ManagementEmotional e-awareness |
| Learning Scenario Framework | |
| Pedagogical Method | What positive learning strategies are incorporated into the scenario to prevent or mitigate technostress?What is the focus of these positive learning strategies?Foster collaboration and support (Teacher-student and peer relationships)Promotion of Individual emotional well-being Selection of suitable teaching methods for student-centred learning (effectiveness of learning)Select from list of positive pedagogical interventions (TABLE 2)Support and work well with othersLearn to cope and become resilientEngage in self-directed and dedicated learning |
| Software & Materials | Context of distance learning:How is the scenario taught to learners? On which platform is the scenario offered?A learning management system (Moodle) and communication tools like Zoom, Webex, etc.What tools and resources are needed?Interactive globe or world mapComputer/tablet with access to child-friendly learning platforms (Khan Academy Kids, Kahoot!, Quizizz)Google Earth or a similar applicationDrawing paper and colored pencilsComputer and Internet (e.g. Google account)How will learners interact with the scenario?Individual workIn which room will the learner’s learning take place?Workplace (table and chair)Who are the actors involved? (moderators)IT supportTeachersHow is the mitigation of technostress addressed in this distance learning environment? (Technology configuration, technology usage, and network connections)Appropriate and proven online tools help mitigate technostress in this distance learning environment. These include optimized technology configuration, effective technology use, and stable network connections. |
| Evaluation Tools | AssessmentHow will you assess learner learning?Discussion roundHow will you give learners feedback on their performance?Online feedback via communication tools such as Zoom, Webex, or Microsoft TeamsHow will you evaluate the effectiveness of technostress mitigation?User diary, feedback, or discussion group with other students. Sharing possible challenges SupportDebriefing:How will you help learners reflect on their learning?What questions will you ask them to make them think about it?How stressed were you when using the online tools?Did sharing with others help you minimize your technostress?How is the mitigation of technostress discussed in the debriefing?Experiences about worst and best cases |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets worksheets etc.) | Scenario Events:IntroductionThe teacher begins with a short introduction about the importance of countries and capitals. This can be done using a PowerPoint presentation supported by an interactive globe or world map in the classroom. The children also watch an educational video introducing the countries and their capitals. (30)ExplorationThe children use a digital, interactive world map to explore and mark countries and capitals. This method encourages independent discovery and deepening of geographical knowledge. (40)ConsolidationThe children then answer quiz questions about the countries and capitals presented in the video. This consolidates what they have learned and allows them to repeat the information in a fun way. (30)ReflectionIn small groups, the children discuss what they have learned and share their knowledge about countries and capitals. Finally, there is a short feedback discussion with the children to reflect on their experiences and identify possible technostressors. (20) |