| Title |
Coping with technostress through computer use in children (CS18) |
| Content |
| 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. |
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