Module 3 Teachers as Promoters of Internet Safety by AKETH

IO2 Training Material THE EUROPEAN COMMISSION SUPPORT FOR THE PRODUCTION OF THIS PUBLICATION DOES NOT CONSTITUTE AN ENDORSEMENT OF THE CONTENTS WHICH REFLECTS THE VIEWS ONLY OF THE AUTHORS, AND THE COMMISSION CANNOT BE HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE OF THE INFORMATION CONTAINED THEREIN

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Log-on Back to Life / 2017-1-1TR01-KA201-046632 Teachers as Promoters of Internet Safety

Log-on Back to Life / 2017-1-1TR01KA201-046632 The Internet and the Virtual Social Environment

Log on Back to Life is an Erasmus+ KA201 project co-funded by the Turkish national agency that received funding for 2 years starting in 2017. The aims of the project are to support project partners in dealing with a horizontal effect for all countries, the Internet Addiction Disorder (IAD). The main priority arises from the contribution of the project to support trainers in tackling the phenomenon of internet addiction. By creating a more attractive career guidance perspective we are promoting educational quality in teaching in favor of the main actors who are the students. In parallel, we emphasize on the integration of ICT tools in teaching to understand the usefulness of new technologies by the students in a rational way. The objectives and results of the Log on Back to Life are in line with the priority of the EU for effective investment in quality education and training. In conclusion, Log on Back to Life will support the early treatment of symptoms that lead to long-term dependence of the internet through prevention and early intervention. Through the material and methodologies will be produced during theprojectthenaddressingoftheschool drop outs phenomenon will be possible by demonstrating to students the positive impact of the Internet and methods to avoid the consequences arising from this.

THE EUROPEAN COMMISSION SUPPORT FOR THE PRODUCTION OF THIS PUBLICATION DOES NOT CONSTITUTE AN ENDORSEMENT OF THE CONTENTS WHICH REFLECTS THE VIEWS ONLY OF THE AUTHORS, AND THE COMMISSION CANNOT BE HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE OF THE INFORMATION CONTAINED THEREIN

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Module 3 Teachers as Promoters of Internet Safety contents

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Log-on Back to Life / 2017-1-1TR015 hours [ 2h theory / 3h practical applications ] Duration KA201-046632 The Internet and Aims of the module the Virtual Social  To help secondary school teachers understand their roles in preventing Environment

and mitigating Internet Addiction among students.  To provide secondary school teachers with relevant teaching strategies to help young internet addicts.  To present secondary school teachers some practical applications and case studies that can be used in helping students’ internet addiction issues.

Knowledge

Skills

Competences

Teachers will be able to

define their roles in preventing and mitigating Internet Addiction among students

take roles in preventing and mitigating Internet Addiction among students

know basic teaching strategies to help young internet addicts know some practical applications and case studies that can be used in helping students’ internet addiction issues

apply different teaching strategies to help young internet addicts apply different practical applications in helping students’ internet addiction issues

take responsibility in preventing and mitigating Internet Addiction among students adapt different teaching strategies to young internet addicts specifically use practical applications to help students’ internet addiction issues

Teaching/Training Methods

Lecture, group discussion, task groups, drama (role playing), individual work

Materials

Projector, post-its

flipchart,

markers,

keywords 

psycho-pedagogical intervention



team of specialists



positive environment



viable alternatives to leisure



healthy life



educational services



change

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Teachers as Promoters of Internet Safety 3.1 The Role of the Teachers in Preventing

and

Mitigating

Internet Addiction While academic use of the internet was originally aimed for learning and research, with growing availability of the computers and other digital technologies the use of the Internet has widened to become an important part of many peoples’ lives, including students. The rise of the students’ addiction to Internet has become an issue for both their parents and teachers (Caldwell, C. D., & Cunningham, T. J. 2010). Review of the literature on Internet Addiction (Chou, Condron, & Belland, 2005) shows that internet addiction in students causes problems such as decline in academic success, negative effect on daily lives, sleep disruptions and fatigue even academic probation or expulsion. Teachers can play an important role in helping students with internet addiction problems. With a significant place in students’ daily lives, teachers are in a distinct position to reach out to students and parents. They can also help to disseminate information and advice regarding safe internet use. However first they need to be aware of the problem and need to notice the signs of the problematic internet use. These signs sometimes can be very clear and easy to notice and sometimes be implicit and hard to detect. The following list contains some direct and indirect signs of problematic internet use1: ► Losing track of time online THE EUROPEAN COMMISSION SUPPORT FOR THE PRODUCTION OF THIS PUBLICATION DOES NOT CONSTITUTE AN ENDORSEMENT OF THE CONTENTS WHICH REFLECTS THE VIEWS ONLY OF THE AUTHORS, AND THE COMMISSION CANNOT BE HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE OF THE INFORMATION CONTAINED THEREIN

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Log-on Back to Life / 2017-1-1TR01-KA201-046632 Teachers as Promoters of Internet Safety

Log-on Back to Life / 2017-1-1TR01- ► Having trouble completing homework KA201-046632 ► Isolation from family and friends - replacing real friends with exclusively The Internet and the Virtual Socialonline friends Environment

► Feeling guilty or defensive about the time they spend online

► Withdrawal from daily activities, poor school attendance, withdrawing from sport teams ► Physical symptoms such as carpal tunnel syndrome, dry eyes or strained vision, back and neck aches, headaches, sleep disturbances, pronounced weight gain or loss. However, even if all the signs are indicating an internet addiction in a student, teachers need to have knowledge and skills to help mitigating Internet Addiction or preventing before it happens. Therefore researchers recommend counselors and teachers to focus on the development of specific skills in not only in individuals who are at risk of Internet Addiction, but also in their parents, teachers, and peers (Vondrácková and Gabrhelík, 2016).

Vondrácková and Gabrhelík (2016) divide the specific skills for

preventing Internet addiction into three categories: 1. skills related with Internet use 2. skills related with coping with stress and emotions 3. skills related with interpersonal situations In another research (Küçükali, M. and Bülbül, H.İ. 2015) the following skills are found to be important for students, parents and teachers for conscious internet use: “to have technical knowledge about the programmes”, “to have knowledge about internet search”, “being able to protect online privacy and security”, “to have knowledge about social networks and internet use”.

Much research suggests that having internet related knowledge and skills help teachers to better guide their students on effective use of internet. THE EUROPEAN COMMISSION SUPPORT FOR THE PRODUCTION OF THIS PUBLICATION DOES NOT CONSTITUTE AN ENDORSEMENT OF THE CONTENTS WHICH REFLECTS THE VIEWS ONLY OF THE AUTHORS, AND THE COMMISSION CANNOT BE HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE OF THE INFORMATION CONTAINED THEREIN

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Teachers can be more active in helping students learn about and use the Internet without the problems associated with overuse by designing instructional and classroom management activities to foster proper Internet usage, by helping parents in their effort to battle their children’s Internet overuse problems and more importantly by detecting the Internet overuse problems of the students’ (Hsu, Shihkuan & Shihkuan: 2015). Hsu, Shihkuan & Shihkuan (2015) advise the following approaches to teachers to help students overcome internet addiction problems: 1. Providing clear rules and guidance: In order to prevent students distracting away from the assigned online tasks teachers should give clear instructions and enough guidance for homework assignments. 2. Managing student groups effectively: It is important for teachers to be aware of the peer interactions and peer pressure when forming student groups. If teachers fail to control group dynamics and are not aware of the internet problems among students, the situation can become uncontrollable. Therefore, teachers should divide students to have the most functional groups. 3. Directing students’ attention: If students do not have something to do, the “internet” becomes the most interesting and important thing in their lives. If teachers help students find something that interests them, then they can channel their energy to more useful things. 4. Being an intermediary between parents and students: Teachers can also play an important role between parents and students in finding a middle ground regarding Internet overuse problem. Teachers can advise both parents and students as a trusted third party. 5. Educating students: Teachers can also educate students about the Internet Addiction by directly talking to students about the problem of Internet overuse and its possible consequences.

Whatever strategies teachers may use to prevent or mitigate internet addiction, it would not be enough unless those strategies involve people in the close circle of the student. The research shows that the internet THE EUROPEAN COMMISSION SUPPORT FOR THE PRODUCTION OF THIS PUBLICATION DOES NOT CONSTITUTE AN ENDORSEMENT OF THE CONTENTS WHICH REFLECTS THE VIEWS ONLY OF THE AUTHORS, AND THE COMMISSION CANNOT BE HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE OF THE INFORMATION CONTAINED THEREIN

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Log-on Back to Life / 2017-1-1TR01- addiction rates of the adolescents with poor family, friend and teacher KA201-046632 relations are higher than the ones with moderate and good relations. The Internet and the Virtual Social Furthermore, it is also found that while strong support from family and Environment

teachers reduces internet addiction among adolescents, peer pressure

and friends’ encouragement increases addiction (Şimşek, N., Akça, N. K. and Şimşek, M. 2015). While teachers and other school specialists have undeniable roles in prevention and mitigation of Internet Addiction among students, experts emphasize (Bağatarhan and Siyez: 2017) that “prevention programs for reducing problem behaviors in adolescents should: not only remove negative behaviors but simultaneously provide opportunities to try prosocial behaviors; not only focus on risk factors but also on protective factors; and not only be designed for adolescents but also for families, teachers, and the school environment.” Similarly, Vondrácková and Gabrhelík (2016) recommends that future prevention interventions should also focus on people who are part of the formative environment of children and adolescents who are at risk of Internet addiction such as parents, teachers, peers, and others close to them. Therefore, it can be concluded that a collective approach from all stakeholders is necessary when dealing with students’ internet addiction problem.

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Teachers as Promoters of Internet Safety 3.2 Teaching and Counselling Strategies

for

the

Internet-

Addicted Youth

Intervention Programme Age group: 15-16 Topic: Overcoming relationship problems among students Description of the problem: there may be frequent conflicts occurring within the student group, with manifestations of verbal and emotional abuse. Some students may display symptoms of Internet addiction, with a tendency to isolate themselves from the rest of the group. Aim: develop group cohesion, promote tolerance, offer alternatives for spending free time.

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Log-on Back to Life / 2017-1-1TR01KA201-046632 The Internet and the Virtual SocialActivity Environment

Aims

Time

Resources

The barometer of trust*

Evaluate / Diagnose the level of trust within the student group

50’

Pens, worksheets

This is a friend of mine

Stimulate participation and positive relationships within the student group

50’

What I like most, what I can replace the Internet with

Getting to discover one’s interests and passions, as well as others’

50’

Pens, worksheets

My future career

Raising the participants’ awareness towards values: perceiving and understanding what each person is like depending on the tastes, necessities and personal values.

50’

Tables and chairs, post-it notes for each participant, pencils, erasers, rulers.

Efficient time management

Identifying solutions to organize personal life efficiently

50’

Case studies

Evaluation – My selfpromotion poster

Shaping a personal system of values

50’

Pens, worksheets

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Log-on Back to Life / Description of an activity within the programme 2017-1-1TR01KA201-046632 The Internet and the Virtual The Social Barometer of Trust* Environment

12 Description

Each student has to order two series of statements, one referring to the whole group, while the other refers to the individual. The statements will be ordered from 1 (most preferred) to 12 (least preferred). For the first four preferred statements in each series, the points given in brackets at the end of each statement will be added and the result will be measured against the barometer scale

The first group of statements

The second group of statements

(referring to the whole group)

(referring to individual members)

In the group / classroom, I have noticed the following attitudes: There is harmony and friendship (4) There is an abundance of aggressivedestructive behavior (1) The group members are not united and integrated, isolation is predominant (2) Some of the peers tend to dominate the others (3) We all get on perfectly (4) We feel that there is lack of support from others (teachers, parents) (3) Conversations among classmates usually occur in small groups that exclude outsiders (1) We all concentrate / get involved in what we have to do in class (4) All classmates are nice and kind (2) We have the feeling of being left out of the group (1)

I am nice and friendly with some of my classmates (3) I am not really involved or interested in what is happening in the classroom (2) I get involved in classroom activities (3) Some classmates insult me (1) I support the group leader (3) I am polite to everyone (2) My proposals are usually rejected (1) I usually carry out what others decide (2) I easily accept other classmates’ proposals (4) I am disappointed (1) I am aggressive (3) I am understood by all the others (4)

4 – conflict / 8 – adaptation / 12 – disagreement 18 – agreement

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The Barometer of Trust* Conflict – mistrust and mutual misunderstanding. The activities’ aims create conflicts. There is no “us” for the group.

Evaluation

Adaptation – low level of trust among the group members, but there is certain progress towards harmony. The “us” feeling is only starting to develop. Disagreement – high level of self-trust as opposed to a low level of group trust. Agreement – the relationships established within the group are based on mutual trust and harmony.

1. Collective counselling programme Topic: Education for a healthy life Rationale: Beyond their role as evaluators of student performance, teachers have to facilitate interaction within the group so that every student has de opportunity to express to express their opinions and feel valued while taking part in activities promoting healthy behaviours. In order to achieve this, a stimulating environment is necessary to encourage expression, acceptance and mutual support. The Education for a healthy life programme aims to create a positive environment in the classroom and provide solutions for a healthy lifestyle. Defining the problem: The current status: conflict has been reported between the various student subgroups of a class; there is also a marginal group of students “labelled” as being computer addicted. Restriction: the students’ customary behaviour is to reject the outsiders of their own subgroup, which leads to further conflict. The desired outcome: develop group cohesion by accepting differences; promote a healthy lifestyle. THE EUROPEAN COMMISSION SUPPORT FOR THE PRODUCTION OF THIS PUBLICATION DOES NOT CONSTITUTE AN ENDORSEMENT OF THE CONTENTS WHICH REFLECTS THE VIEWS ONLY OF THE AUTHORS, AND THE COMMISSION CANNOT BE HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE OF THE INFORMATION CONTAINED THEREIN

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Log-on Back to Life / Target group: students aged 13-14 2017-1-1TR01KA201-046632 Aim: and The students will practice with various communication techniques The Internet the Virtual Social and develop self-trust. Environment

Programme activities: Activity name Collective counselling on the following topics: a. We are different! b. Our prejudices c. The challenges of the Internet*

Methods involved

Case studies, problem solving, roleplays, dialogues, explanation, presentations

Individual counselling for students who show signs of Internet Addiction Disorder

Customized intervention programme

Adapting teachers’ work methods in order to capitalize on the students’ interests

Interactive and studentcentred work methods (group tasks, projects, portfolios, studentstudent support activities), using ICT in teaching

Extracurricular activities

Excursions, trips, film watching etc.

Parent counselling

Collective and individual counselling.

Description of an activity from the programme activities proposed

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The challenges of the Internet*

The black hat

The yellow hat

Thinks critically and provides negative judgement; draws attention towardsofwhat is risky The challenges the Internet* or dangerous.

Thinks optimistically; explores benefits and possibilities.

like:that What the students will analyse Uses somequestions phenomena Uses questions like: are the benefits? / How might impact their lives negatively. They will What back?positive / Which behaviour willinwe there? Aim sets us identify riskget situations risks are involved? triggered by Internet use and will develop their The green hat blue hat decision-making abilities The regarding online safety Supervises, organizes Creates Methods andnew proceduresoptions, Resources conclusions in a systematic alternatives, methods, ideas; way, chooses the correct The Thinking Method allows for Hatsfreedom of paper, pencils, flipchart solution. imagination. (Gustave de Bono) sheets The students are presented with the Uses questions like: following Uses statements problem: like: Can we summarize the Can we do things“For differently? / several weeks, Theodora has been chatting points of view? Which are What other options are online with a youngthe mansolutions who seems to have the to the available? same preferences, ideas and passions. He has been problem? trying to persuade her to meet “in real life” in order to The ideas are presented in front of the whole Instructions get to know one another better. Theodora doesn’t class by representatives from each group, in know what to do.” the following order: the white hat, the red hat, The students will be divided into 6 groups the yellow hat, the black hat, the green hat, the representing 6 hats. Within each group, the students blue hat. will develop their ideas according to the significance Evaluation/ The conclusion of the activity is that the of each hat: feedback problematic situations posed by online The white hat activity should The hat be red analysed from several perspectives, based on the fears, various Thinks like a white sheet of Expresses emotion, information available, with solutions that lead paper that is neuter and intuition, feelings. to correct decision-making. objective. Uses questions like: What information do we have? / Which information in missing? / What kind of information would we like to have? / How can we get information?

Uses statements like: My feeling is that … / I don’t like … / My intuition says that …

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Log-on Back to Life / 2017-1-1TR01-KA201-046632 Teachers as Promoters of Internet Safety

Internet Addiction: Symptoms, Risks and Intervention Methods 3.3 Case studies

Case study no.1 Anna has a 14-year-old boy, George, who recently has changed his behaviour dramatically, showing apathy and irascibility. He has been refusing contact with friends, while spending most of his time at home, engaged with online computer games. Anna is worried as George seems to become increasingly tired, has sleep and attention disorder. She got a phone call from George’s form teacher yesterday, asking her to come to school as George’s school results have dropped significantly. Anna is feeling helpless, not knowing how to help her child.

Case study no.2 The mother of a child who is a computer addict: “He spends around 20 out of 24 hours a day online. (On the computer?) Yes, and on his mobile phone as well. He used to have good grades while in primary school. His grades are sub-mediocre now. (How does he react when you prohibit his using the Internet?) His reactions are terrible, he becomes agitated and furious.” The mother is worried as she has also read a study claiming that the children who spend a large share of their lives online tend to isolate themselves from their peers and become depressed. There are also physical consequences.

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Case study no.3 Youâ&#x20AC;&#x2122;ve noticed that one of your students is showing the following signs due to excessive internet use: He/she is not completing homework / showing truancy and or tardiness / not attending social activities in school / always playing his/her smart phone during breaks / not socializing with classmates, etc

Analysis sheet of the case study Brief description of the case (What happened?)

Possible causes

Intervention strategies

Medium and long-term intervention aims

Resources

Activities

Foreseen results

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Log-on Back to Life / 2017-1-1TR01KA201-046632 The Internet and the Virtual Social Environment

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Teachers as Promoters of Internet Safety 3.4 Practical Applications

1. How I Feel 2 : Aim 2

. Adapted from: https://www.saferinter net.org.uk/saferinternetday/2018/sid2018educationpacks/education-pack14-18s

Helping your students become aware of the emotions related with the addictive aspects of the internet use Type of activity

Target Group

Materials

Individual and group work

9 to 12 grades

Papers, pen, post-its

Instructions

► Ask the students the following question: “How does going online make you feel?” This task is designed to get students thinking about the way they feel when they go online and recognize that these emotions can be positive and negative. ► Ask students to think about the emotion/s they most commonly associate with going online and ask them to write down each emotion on a separate post-it paper. ► Allow the pairs/groups 3 or 4 minutes to think of and record the emotions. ► After group discussion, ask them to stick post-its on a whiteboard split into 3 categories: positive/ negative/neutral. ► After all emotions categorized on the white board, ask them following questions: ► Are there more positive or negative words? ► Can they agree a top 3 most commonly felt emotions? ► What was the most enjoyable and the most worrying emotion they came up with? ► How much can going online change your feelings or does it just reinforce how you already felt?

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Log-on Back to Life / 2017-1-1TR012 KA201-046632 1. How I Feel : The Internet and the Virtual Social At the end of the activity summarize the activity Environment and their responses emphasizing the importance

Evaluation

of being aware of the emotional reasons of internet addiction

2. Which are the behaviours indicating that a person is addicted to the Internet?

3. What should teachers do to prevent Internet addiction?

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21 4. Design a school strategy to prevent Internet addiction

Priorities

Principles

Aims

Activity

Resources

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Log-on Back to Life / 2017-1-1TR01Resources KA201-046632 The Internet and Bağatarhan the Virtual Social,T., & Siyez, D. M. (2017). Programs for preventing Internet Environment addiction during adolescence: A systematic review. Addicta: The Turkish

Journal

Addictions,

243–265.

http://dx.doi.org/10.15805/addicta.2017.4.2.0015 Caldwell, C. D., & Cunningham, T. J. (2010). Internet addiction and students: Implications

for

school

counselors.

Retrieved

from

http://counselingoutfitters.com/vistas/vistas10/Article_61.pdf Chien Chou, Linda Condron, and John C. Belland (2005). A Review of the Research on Internet Addiction. Educational Psychology Review, Vol. 17, No. 4, December 2005 (2005) DOI: 10.1007/s10648-005-8138-1 Hsu, Shihkuan & , Shihkuan. (2015). Exploring Teacher' s Role in Students' Internet Overuse Problems: Instructional Strategies and Emotional Support. Research of Educational Communications and Technology. 112. 1-18. 10.6137/RECT.2015.112.01. Küçükali, M. and Bülbül, H.İ. (2015).

Fatih Projesi Kapsamında İnternetin

Bilinçli ve Güvenli Kullanımının Artırılması, TÜBAV Bilim 8 (2) 2015 1-18. http://dergipark.gov.tr/download/article-file/200989 Şimşek, N., Akça, N. K. and Şimşek, M. (2015). “Lise öğrencilerinde umutsuzluk ve internet bağımlılığı”. TAF Preventive Medicine Bulletin. 2015, Vol. 14 Issue 1, p7-14. 8p. Vondrácková and Gabrhelík (2016), Prevention of Internet addiction: A review, Journal

Behavioral

Addictions

5(4),

pp.

568–579.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5370363/pdf/jba-05-04568.pdf Online Resources: https://www.education.vic.gov.au/Documents/about/programs/bullystopper s/smproblematic.pdf https://www.saferinternet.org.uk/safer-internet-day/2018/sid2018education-packs/education-pack-14-18s

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Partners İstanbul Valiliği Address: Hırka-i Şerif Mahallesi, Adnan Menderes Bulvarı, No:64 Fatih - İstanbul TURKEY E-mail: ilse@istanbul.gov.tr Web: www.istanbulproje.gov.tr Developmental Center Of Thessaly Address: Fournonision 4 / Trikala GREECE E-mail: info@aketh.gr Web: www.aketh.gr Università Degli Studi Di Milano Address: Via Festa Del Perdono 7 ITALY E-mail: international.agreements@unimi.it Web: www.unimi.it Inspectoratul Scolar Judetean Iasi Address: Str Nicolae Balcescu, Nr 26/Iasi ROMANIA E-mail: proiecte.isjiasi@yahoo.com Web: www.isjiasi.ro Yaşar Üniversitesi Address: Universite Caddesi Agacliyol / Izmir TURKEY E-mail: euc@yasar.edu.tr Web: www.yasar.edu.tr

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Dipnot Address: Kore Sehitleri Cad. 13/4 Zincirlikuyu Sisli/Istanbul TURKEY E-mail: proje@dipnot.tv Web: www.dipnot.tv