Students should recognize how important it is to set clear boundaries between school and leisure time. They learn that constant accessibility and the lack of breaks can lead to stress and exhaustion and understand that fixed offline times help to protect their mental health and improve their concentration.
| Dealing with constant accessibility and technological invasion | |
| Title | Techno- Invasion |
| Creator | Qais Hourani |
| Main Idea / Description | Students should recognize how important it is to set clear boundaries between school and leisure time. They learn that constant accessibility and the lack of breaks can lead to stress and exhaustion and understand that fixed offline times help to protect their mental health and improve their concentration. |
| Target Group (students’ age, learning level, background, disabilities) | Students120 minAger: 12-15 |
| Curriculum & Learning Subjects | All Subjects |
| Learning Objectives | Learning Objectives:Students can define the term “techno-invasion” and explain how constant digital availability impacts their daily lives. Students can describe the negative effects of constant availability on their concentration, leisure time, and mental health. Students learn to understand and apply the importance of clear boundaries between academic and personal activities. Students can plan and implement strategies such as setting fixed offline times or disabling notifications. Students can reflect on and adjust their digital usage to avoid stress and overwhelm. |
| 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 needed?Computers with internet access.Worksheets or digital documents serving as a guide. How will learners interact with the scenario?Through group work, followed by a group discussion. Where will the learning take place for the learners?The scenario will be implemented in the students’ individual learning environments, such as at a desk.Offline breaks and device-free periods will be consciously integrated. Who are the involved actors? (Moderators)IT support.Teachers. How will technostress mitigation be addressed in this distance learning environment?Identification of Technostress:Students will learn to recognize symptoms of technostress, such as fatigue and inner restlessness. Strategies Provided:Students will be taught to set offline times, prioritize tasks, and clearly separate study and leisure time. Technical Adjustments:Students will learn technical configurations to reduce distractions, such as disabling unnecessary notifications. Structured Routine Emphasis:The teacher will highlight the importance of regular breaks and a well-organized daily schedule. |
| Evaluation Tools | EvaluationHow will you assess the learners’ progress?Through discussion rounds, reflective tasks, and teacher observation of active participation and contributions during group work. How will you provide feedback to learners?Online feedback via communication tools such as Moodle, Google Classroom, or Microsoft Teams.Group feedback highlighting strengths and areas for improvement. How will you evaluate the effectiveness of technostress mitigation?Feedback discussions and self-assessment forms to gather learner insights on their experiences. Post-Session Reflection:How will you help learners reflect on their learning?Encouraging individual reflection through guided questions. Reflection Questions:When was the last time you felt overwhelmed by constant notifications?What strategies helped you reduce your stress?How did you feel when you consciously scheduled offline times?Are there any further improvements you’d like to make in managing your digital availability?What could you do to create a better balance between technology use and personal well-being? How will the mitigation of technostress be discussed in the follow-up session?Experience Sharing: Students share their experiences with peers. Collaborative Problem-Solving: Developing additional ideas and solutions together. Success Evaluation: Comparing strategies and outcomes with those of other students to identify best practices. |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets, etc.) | Introduction:The teacher begins the discussion with a short scenario: “A student regularly receives messages about homework and group chats, even outside regular school hours, such as in the evenings or on weekends.” This increases the student’s stress levels, making it harder for them to distance themselves from their obligations. The teacher asks the students if they have experienced similar situations or can relate to these feelings. Objective:Students reflect on their experiences with constant availability and recognize the effects on their well-being. Materials:No specific materials are required, just an open conversation with the class. Elaboration: Group Work:The class is divided into two groups.Group 1: Reenacts a situation where a student constantly receives notifications, feels stressed, and struggles to disconnect. Group 2: Demonstrates how friends or family can help the student relax (e.g., by motivating them to engage in offline activities or setting boundaries). Creative Task:Students create a poster or mind map with suggestions for reducing technostress. Examples:Taking breaks.Turning off notifications.Planning enjoyable leisure activities.Materials: Poster paper, markers, pens, or a digital tool like Padlet for the mind map. Reflection:Individual Reflection: Students think about which situations they find particularly stressful and which strategies they would like to implement. Reflection Questions:“When do you feel stressed by digital messages?”“What can you do to relax?”“Which offline activities do you enjoy and help clear your mind?” Sharing Strategies: At the end, each student shares one strategy they plan to try. |