Coping with technostress through computer use in children (CS18)
| Learning Scenario Identity | |
| Title | Coping with technostress through computer use in children |
| Creator | Seyma Kocak |
| Main Idea / Description | Students should understand the effects of intensive computer use, recognize technostress, and learn how to deal with it. The learning scenario will be conducted in a classroom and computer lab, supplemented by online activities |
| Target Group | Student’s age 10-14 Time: 45 min |
| Curriculum & Learning Subjects | Computer Science |
| Competencies | – the capacity to identify and understand one’s own emotions in a virtual context – explain well-defined and routine ways to how to avoid health risks and threats to physical and psychological well-being while using digital technologies |
| 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. Teacher socioemotional e-competencies: – Social e-competency – E-self-management – Emotional e-independence |
| 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) Positive pedagogical interventions: – PI7. Goal oriented learning (Be persistent and work towards your goals) – PI8. Focusing on Sense of purpose (Have a voice and be active) |
| Software & Materials | Coping with technostress through computer use in children in the context of distance learning: 1. delivery of the scenario to the learners/platform: – The scenario is delivered via an online learning platform such as Google Classroom, Moodle, or Zoom. – Use of video conferencing tools for live interactions and discussions. 2. tools and resources required: – Technical devices: computers or tablets with internet access. – Software: virtual classroom platforms, communication tools, survey, and quiz applications. – Learning materials: digital handouts, presentations, interactive modules. 3. learner interaction with the scenario: – Participation in virtual discussions and activities. – Completion of online tasks and projects. – Use of interactive tools such as surveys, quizzes, and discussion forums. 4. learning space on the learner’s side: Learning occurs primarily at home, or anywhere the learner can access a computer and the Internet.It is essential to have a quiet, distraction-free space that allows concentrated work. 5. actors involved (facilitators): – Teachers who provide the learning material and lead the discussions. – IT support teams who provide technical help with problems. – Parents or caregivers who provide support at home. 6. addressing technostress mitigation: – Technology configuration: ensure that the technology used is user-friendly and reliable to minimize frustration. – Technology usage: Have clear guidelines for screen time and schedule regular breaks to avoid overexertion. – Network connections: Ensure stable internet connection and support technical issues. |
| Evaluation Tools | Coping with technostress through computer use in children: Assessment and debriefing Assessment: Evaluation of learning success: – Review through worksheet – Self-reflection reports: Students report on their experiences and changes in handling technostress. Feedback to the students: – Individual feedback: comments on online assignments and face-to-face feedback in virtual meetings. Evaluation of the effectiveness of technostress reduction: – Feedback surveys: collecting feedback from students on the strategies’ effectiveness. Debriefing: 1. support in reflecting on what was learned: – Reflection sessions: Leading discussions where students share their experiences and insights. 2. reflection questions: – “How has your attitude towards technostress changed?” – “Which techniques for coping with technostress were most helpful?” – “How do you plan to implement what you have learned daily?” 3. discussion about technostress reduction in the debriefing: – Discussion of strategies: Discuss which strategies were effective and what challenges were encountered. – Collaborative problem solving: Collecting ideas from students to further improve technostress coping strategies. |
| Learning Scenario Implementation | |
| Learning Activities | 1. introduction: – Aim: To introduce the topic of technostress, particularly in the context of children’s computer use. – Activities: Short presentation or video explaining technostress and its relevance in children’s everyday lives. 2. exploration: – Aim: To explore technostress’s different causes and effects on computer use. 3. deepening (elaboration): – Objective: to develop strategies for coping with and reducing technostress. – Practical application: Students apply the techniques learned and share their experiences and progress. 4. reflection: – Goal: Reflect on what has been learned and how it can be applied to daily life. – Activities: Discussion sessions where students share their thoughts on the strategies’ effectiveness and personal development. |