Technostress in teacher-student interaction in online education (CS24)

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Learning Scenario Description
Title	Technostress in teacher-student interaction in online education
Creator	JYU
Length	45 minutes
Main idea/description	Understanding how technostress might manifest in the school environment
Target group	12-15 years olds
Curriculum/learning subjects	health sciences / IT
Competencies	The students will learn about how technostress might manifest in a school environment. They learn to reflect on their IT use based on their past and current experiences in different IT use contexts.
Teachers’ wellness competences	TC1. Emotional e-awareness
Learning Scenario Framework
Pedagogical method	PI3. Enforcing attention and Awareness (Be attentive and aware)
Software/materials	Zoom and break-out rooms can be used for online delivery of this scenario. It is important that the teacher can give a presentation to the students/otherwise hand out the support material to the students (Attachement 1). The chosen conferencing tool should enable assigning students into groups. The conferencing tool used should be familiar to the teacher and the students. Mindmapping tools (e.g., Padlet, Miro) can be used to visualize/collect the groups’ outputs to the same place for the discussions later on.
Evaluation tools	The teacher can evaluate the students’ learning by visiting the groups during the discussions. The teacher can also evaluate the outputs produced by the groups. Discussing and reflecting together is vital for this scenario.
Learning Scenario Implementation
Learning activities	This learning scenario helps students understand technostress in a school environment. In the beginning of the session, the students are put to groups of 3-5 people. The students are expected to discuss: (10 minutes) 1) What devices do you use for school work? 2) Do you sometimes use your phone to do school related activities? Why/why not? 3) What kind of things are easier to do on the laptop/tablet? What about on a phone? After the discussion, the teacher introduces the term of technostress to the class (Attachment 1, 5 minutes). This is followed by another discussion in groups (10 minutes): – When do you feel that school work can become stressful for you? – What is the role of functioning IT for the process? Have you ever become frustrated with the devices that you are using? – If you compare it to learning right now, what was difficult for you to do during the COVID-19 online education? Why? As a group, the students are then expected to list three main points that are important for having a pleasant learning experience when using IT (10 minutes). The class will go through the suggested points together. (10 minutes) Attachment 1 – technostress Attachment 1 (infosheet or presentation) What is technostress? (1/2) – Psychotherapist Craig Brod created a definition for technostress already in the 80s. According to the definition, technostress follows the inability of an individual/organization to adapt to the use of new technology (Brod, 1982) – Today, technostress is typically understood as stressful experiences that relate to the use of devices and applications – In addition to studying the work environment, technostress researchers have also become interested in leisure-related stress experiences. These can occur, for example, while using social media services (e.g., WhatsApp, Facebook) – Both adults and young people alike can experience technostress. For example, technostress can influence teachers’ willingness to use ICT to support teaching. – Young people can experience different levels of stress, and among others, their experiences can relate to.. * responding to messages/the pressure of being present in social media (e.g. it feels that you need to respond to messages too quickly) * notifications coming from your phone (they disrupt your life in general or for example, if you need to concentrate on something) * online learning (e.g. the feeling of spending too much time using different devices) What is technostress? (2/2) – Technostress can manifest itself in different ways, and it can be accompanied by different physical and psychological symptoms – Technostress arises specifically when a person interacts with technology. Certain devices or applications do not in themselves cause technostress, but the essential thing is… * Who uses the technology (device/app/game…)? What kind of relationship do they have with the use of technology (e.g. routines, overall use)? * Where is the technology used? Is the situation ‘mandatory’ or voluntary? (school vs. free time) * For what purpose is the technology used? For example, playing games and browsing TikTok videos are very different activities – Technostress can be connected to e.g. problems with the ability to concentrate, sleep difficulties, and affects one’s own identity, e.g. through comparisons on social media