Children should recognize how important it is to be conscious and mindful of their news and media consumption. They learn that it is expected to worry about global events but that excessive consumption of negative news can lead to a condition known as technostress.
| Learning Scenario Identity | |
| Title | Doomscrolling |
| Creator Creator | Seyma Kocak |
| Main Idea / Description | Children should recognize how important it is to be conscious and mindful of their news and media consumption. They learn that it is expected to worry about global events but that excessive consumption of negative news can lead to a condition known as technostress. |
| Target Group (students’ age, learning level, background, disabilities) | students120 minAlter: 12-15 |
| Curriculum & Learning Subjects | Ethics and computer science |
| Learning Objectives | Learning Objectives:Students can define the term “technostress” and name basic examples of it.Students can explain why being mindful when consuming news and media is essential.Students can apply strategies to avoid technostress by consciously controlling media consumption.Students can recognize situations in which they or others are affected by technostress and analyze the causes.Students can evaluate the impact of media consumption on their mood and decide when it is time to take a break.Students can develop rules or plans to balance their media consumption and avoid technostress. |
| Teachers’ Wellness Competences | Skills that teachers need to mitigate technostress:Knowledge of technostress risks and mitigation strategies.Ability to recognize technostress risks in distance learning scenarios.Ability to design distance learning scenarios that mitigate technostress risks.Ability to support learners suffering from technostress.Ability to protect oneself from technostress.Select from the list of teachers’ socio-emotional e-competences (TABLE 1)Emotional e-independenceSocial e-competenceE-self-management |
| Learning Scenario Framework | |
| Pedagogical Method | What positive learning strategies are built into the scenario to prevent or mitigate technostress?What is the focus of these positive learning strategies?Promoting collaboration and support (relationships between teachers and students and peers)Promoting individual emotional well-beingSelecting appropriate teaching methods for student-centered learning (effectiveness of learning)Selection from the list of positive pedagogical interventions (TABLE 2)Learning to cope and become resilientSelf-directed and engaged 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?Computer and Internet How will learners interact with the scenario?Group work and subsequent discussion with the group In which room will the learners’ learning take place?At the workplace (table and chair) Who are the actors involved? (moderators)IT supportTeachers How is the mitigation of technostress addressed in this distance learning environment? (Technology configuration, technology use, and network connections) Students are encouraged to recognize signs of technostress such as fatigue, inner tension, irritability, and sleep disturbances. It’s crucial for them to take regular breaks, practice using the internet, and seek help when needed to manage these feelings and maintain their well-being. |
| Evaluation Tools | AssessmentHow will you assess learner learning?Discussion round How will you give learners feedback on their performance?Online feedback via communication tools such as Zoom, Webex, or Microsoft Teams How will you evaluate the effectiveness of technostress mitigation?Assignment, feedback, and discussion sessions with other students. Debriefing:How will you help learners reflect on their learning?What questions will you ask them to reflect on?How do you feel after spending extended time scrolling through negative messages?Why do you think you continue to scroll through messages even when they make you sad or anxious?What physical or mental signs do you notice when you spend time online engaging with negative information?Are there certain situations or times when you do a lot of doomscrolling? Why is this the case?How might spending less time reading negative news affect your daily life and mood?What could you do to find a better balance between your use of technology and your wellbeing?What positive activities could you incorporate into your daily life to reduce the negative impact of doomscrolling? How is the mitigation of technostress discussed in the debriefing?Share experiences with other students |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets, etc.) | Introduction:The teacher tells Tim’s story and asks the children if they have ever felt the same way when seeing a lot of news or videos on their devices.The children and teacher discuss how Tim feels and why he can’t stop reading the news.Elaboration:The children take on the role of Tintin and his friends. One group acts out how Tintin gets caught in the news trap, and another shows how his friends help him deal with it. They could suggest ways for Tim to feel better, e.g., playing with his friends, being active outside, or talking to his parents.The children create a poster or picture that shows how to relax when you have technostress. They could record positive activities that make them happy and relax to remind themselves that it is essential to find a balance.Reflection:The children reflect on what they can do when they realize they spend too much time on negative news. They could brainstorm ways to distract themselves or calm down, such as reading a book, playing with friends, or talking to their parents about their worries. |