Resources and support for children dealing with technostress in schools (CS17)
| Learning Scenario Identity | |
| Title | Resources and support for children dealing with technostress in schools |
| Creator | Seyma Kocak |
| Main Idea / Description | The students should understand what technostress is, how it affects them, and how they can cope with it using resources and support. The scenario will be conducted in a classroom, supported by digital media and interactive activities |
| Target Group (students’ age, learning level, background, disabilities) | Students Student’s age 10-14 Time: 120 min |
| Curriculum & Learning Subjects | education, and psychology. |
| Competencies | clarify well-defined and routine behavioural norms and know-how while using digital technologies and interacting in digital environments. |
| 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 |
| 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: PI4. Relationships support (Support and work well with others) |
| Software & Materials | Delivery of the Scenario to Learners: Platform: The scenario will be delivered through an online learning platform such as Moodle, Google Classroom, or similar educational software. These platforms enable the distribution of learning materials, conducting discussions, and assignment submissions. Required Tools and Resources: – Technical Resources: Computers or tablets, a stable internet connection, access to the chosen online learning platform. – Learning Materials: Digital copies of instructional materials, interactive learning modules, videos, presentations, and possibly applications for mindfulness exercises or time management. – Communication Tools: Video conferencing tools (e.g., Zoom or Microsoft Teams) for live sessions, discussion forums, or chat features for asynchronous communication. Learner Interaction with the Scenario: Learners interact by watching instructional videos, participating in virtual discussions, completing online assignments, and possibly attending live webinars or workshops. Learner’s Space on the Learner’s Side: Learning takes place in a quiet, disturbance-free environment at home or another location where the learner has access to a computer or tablet and the internet. Actors Involved (Facilitators): – Teachers: Principal conductors of the instruction. – IT Support: To assist with technical inquiries. – Parents or caregivers: To support children’s learning at home. – School psychologists or counselors: For providing additional support and resources. Addressing Technostress in the Distance Learning Context: – Technology Configuration: Ensuring that technology is user-friendly and accessible to minimize frustrations and technical obstacles. – Technology Use: Establishing clear guidelines for screen time, promoting regular breaks, and providing resources for time management and digital detox. – Network Connections: Ensuring a stable and reliable internet connection to avoid interruptions and stress during online learning activities. Providing technical support to quickly resolve network issues. |
| Evaluation Tools | Assessment: 1. assessment of learner progress: – Carrying out case studies and worksheets to check understanding of key concepts. – Observation of participation in discussions: To see how actively learners participate in forums and online meetings. 2. feedback to learners on their performance: – Individual feedback: through comments on assignments and direct communication. Ongoing feedback: Regular updates on progress and areas that need improvement. 3. evaluation of the effectiveness of technostress mitigation: Surveys and questionnaires: to capture students’ perceptions of their technostress levels before and after the program. Debriefing: 1. helping learners reflect on their learning: – Leading reflection sessions: Regular online meetings where students can share their thoughts and experiences. 2. questions to ask for reflection: – “How has your understanding of technostress and its effects changed?” – “What strategies for coping with technostress were most helpful?” – “How can you apply what you have learned daily?” 3. discussion about technostress reduction in the debriefing: – Analyze the effectiveness of strategies used: Discuss which strategies worked and which did not. – Joint development of suggestions for improvement: Encouraging students to share ideas for improving technostress management techniques. – Emphasizing ongoing practice: Encouraging students to apply and adapt the techniques they have learned regularly. |
| Learning Scenario Implementation | |
| Learning Activities | 1. introduction: – Aim: Introduction to technostress and its relevance in everyday school life. – Methods: Short presentations or videos introducing the topic and providing basic information—discussions to develop an understanding of the students’ personal experiences with technostress. – Activities: Brainstorming sessions in which students share their experiences with technology in everyday school life. 2. Exploration: – Aim: To deepen understanding of the causes and effects of technostress. – Methods: Interactive activities such as group discussions, case study analysis, or role plays to explore different scenarios of technostress. – Activities: Exploring real-life examples or scenarios where students might experience technostress, e.g., using social media or distance learning. 3. Deepening (elaboration): – Aim: To develop strategies and skills for coping with technostress. – Methods: Workshops or exercises to teach students how to recognize and manage technostress, including time management, digital diets, and relaxation techniques. – Activities: Create a personal action plan in which students identify strategies to reduce technostress in their daily lives. 4 Reflection: – Aim: To reflect on what has been learned and how it can be applied to daily life. – Methods: Discussions and reflection journals where students can express their thoughts and feelings about what they have learned. – Activities: Guidance for self-reflection where students reflect on their progress in dealing with technostress and future goals. |