Students should recognize the importance of identifying technostress and developing conscious strategies to reduce it. As part of the Tech Fast, they learn how constant digital accessibility and the overuse of technology can cause stress. At the same time, they know how regular offline time and conscious digital de-stressing can strengthen their mental health, boost their concentration, and create a better balance between free time and digital demands.
| Title | Tech-Fasten |
| Creator | Qais Hourani |
| Main Idea / Description | Students should recognize the importance of identifying technostress and developing conscious strategies to reduce it. As part of the Tech Fast, they learn how constant digital accessibility and the overuse of technology can cause stress. At the same time, they know how regular offline time and conscious digital de-stressing can strengthen their mental health, boost their concentration, and create a better balance between free time and digital demands. |
| Target Group (students’ age, learning level, background, disabilities) | Students120 minAge: 12-15 |
| Curriculum & Learning Subjects | All Subjects |
| Learning Objectives | Learning Objectives (English Translation):Students can define the term “technostress” and explain how technical challenges during a project can cause stress.Students can describe the effects of technostress on their concentration and well-being and reflect on how constant digital availability can exacerbate these effects.Students learn to understand the importance of offline time and consciously integrate it into their daily lives to promote recovery and focus.Students can plan and implement stress management strategies, such as disabling notifications, setting fixed offline times, or practicing mindfulness exercises.Students reflect on their own digital habits and identify necessary changes to minimize technostress and create a healthy balance.Students learn how to use technology effectively and purposefully, for example, by utilizing digital tools for time management or engaging in creative activities that promote their mental health. |
| Teachers’ Wellness Competences | Emotional E-IndependenceSocial E-CompetenceE-Self-Management |
| Learning Scenario Framework | |
| Pedagogical Method | PI2. Emotional ManagementPI8. Focusing on Sense of purpose |
| Software & Materials | Context of Distance Learning:How will the scenario be presented to the learners? On which platform will it be offered? The scenario will be provided via a learning platform, such as Moodle or Google Classroom. For group work and discussions, communication tools like Microsoft Teams or Zoom will be used.What tools and resources are required?Computers or laptops with Arduino IDE installed and internet access.Worksheets or digital documents as a guide for reflecting on technostress and implementing offline times.Additional resources:Apps or timers for time management (e.g., Pomodoro Technique).Materials for creative offline activities (e.g., art supplies, books, games).How will learners interact with the scenario?Project work in groups:Students will work in teams to develop strategies for “Tech Fasting,” such as plans for offline times or tips for reducing notifications.Discussions and reflection:After completing the group work, students will engage in a moderated discussion to share their experiences and evaluate the effectiveness of their strategies.Where will the learning take place for the students?Individual working environment:Students will work at a desk or in a quiet space, deliberately planning offline times.Virtual collaboration:Group activities will occur in virtual spaces via communication platforms like Zoom to facilitate interaction.Who are the involved actors? (Moderators)IT supportTeachersHow will technostress mitigation be addressed in this distance learning environment?Students will learn to recognize symptoms such as inner restlessness or feeling overwhelmed.Technology will be configured to minimize distractions (e.g., disabling unnecessary notifications).A focus will be placed on balancing technology usage and promoting stable network connections for a seamless learning experience.Strategies for Stress Management (Translation):Regular breaks are consciously integrated into the daily routine.Students organize their tasks to proceed step by step and avoid feeling overwhelmed. |
| Evaluation Tools | How will you assess the learners’ progress?Students will participate in a moderated discussion, sharing their experiences and insights about technostress and tech fasting.Students will write a reflective piece describing the strategies they used and how these helped them.Teachers will observe students’ active participation in group work and evaluate the quality of their contributions to discussions and project outcomes.How will you provide feedback to the learners?Individual feedback will be provided through platforms like Moodle or Google Classroom, with specific comments on their reflections and group contributions.Teachers will give collective feedback on group work, highlighting successful approaches such as creative strategies for stress management.How will you evaluate the effectiveness of technostress mitigation?Feedback sessions and self-assessment forms will be used to gather insights.Post-project review: Students will reflect on their learning process and outcomes.How will you help learners reflect on their learning?Reflection questions:“Which aspects of the project did you find most stressful, and why?”“Which strategies helped you manage the stress?”“What would you do differently in a similar project?”What questions will you ask them to prompt deeper thinking?When did you feel particularly stressed during the tech fasting activity?Which strategies helped you reduce stress?How did it feel to schedule offline times?Are there improvements you’d like to make in your use of technology?Which aspects of the project helped you better manage technostress?How will technostress mitigation be discussed in the post-project review?Students will share their experiences and effective strategies.New ideas for making technical projects less stressful will be collaboratively developed.Students will compare their stress management approaches and reflect on which strategies were most effective. |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets, etc.) | The teacher begins with a brief scenario: “A student tries to stay offline for an entire weekend to take a break from constant messages, social media, and homework notifications. At first, it’s difficult for him because he feels like he’s missing something important. Over time, however, he notices how calm and relaxed he feels when he isn’t constantly reachable.”The teacher asks the students if they have had similar experiences or if the idea of longer offline periods causes them stress.Objective:Students reflect on their own digital usage and technostress factors, recognize the effects of constant availability, and develop strategies for intentional offline time.Materials:No specific materials, just an open discussion with the class.Elaboration:The class is divided into two groups:Group 1: Enacts a situation where a student struggles to stay offline (e.g., constant notifications, fear of missing out on important information).Group 2: Demonstrates how friends or family can help the student stay offline (e.g., through alternative activities like sports, reading, or relaxation techniques).Creative Task:Students collaborate to create a poster or mind map with ideas for meaningful offline time. Examples:Offline activities such as hobbies or sports.Strategies like setting specific phone-free times or disabling notifications.Reflection:Individual Reflection: Students think about situations in their own lives that they find particularly stressful and identify technostress factors they want to reduce.Reflection Questions: The teacher asks:“When did you feel particularly stressed during a technical project?”“What strategies help you relax?”“What offline activities or breaks help you clear your mind?”Conclusion:Each student shares one strategy they plan to try in the coming weeks to reduce technostress. |