RESPONSIBLE TECHNOLOGY USE VS CYBERBULLYNG AMONG EUROPEAN YOUTH Erasmus Project

Project Title

RESPONSIBLE TECHNOLOGY USE VS CYBERBULLYNG AMONG EUROPEAN YOUTH

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Research and innovation; EU Citizenship, EU awareness and Democracy

Project Summary

The present context situates teenagers as the top consumers of mobile telephones and the Internet and surveys sometimes show that they pay for outrageous or even useless services that increase their telephone bills unnecessarily. Besides, they are also pointed out as the main victims of such a common problem like cyberbullying. Therefore, our project, which arose from this social context, had as its main goal to promote research and a critical analysis of the need of having responsible and sustainable technology usage habits. The competences we pretended to develop were: autonomy competence, so that our students learnt to improve the management of these devices; technological competence, which would help them to use new technologies as a tool in the school and the labour market; competence in the interaction with the physical world, since they have to learn about the ecological impact of the materials used for the manufacturing of mobile phones and, finally, competence in linguistic communication which stems from the interaction with the other European partners.

The direct participants in each school (Germany, Sweden and Spain) have been aproximately 60 students aged 16-18 per year. These three countries worked in two Etwinning projects which were the start of this collaboration. Moreover, there were other participants which have benefited indirectly from the project such as the rest of the school community (students, teachers, parents), local and regional entities as well as any mobile phone subscriber that wants to check the results of our researches in the webpage of the project.

The activities were done in different stages, to begin we planned activities for the participants to know each other and the creation of the webpage of the project. Then, we focuse first on the analysis of our students’ use of their mobile phones and other gadgets; second, on the analysis of the telephone companies and the study of the telephone deals in each country and, third, on the analysis of their phone bills. Finally, during the first year students learnt about the ecological impact of the materials used for the manufacturing of mobile phones. The second year focused more on the problems of cyberbullying and how it affects the teenagers in these three countries. Besides, we worke with Europass platform so that students could create their language passport and their CV.

For the organization of these activities and other topics related to the project, there was a transnational mobility in September in the coordinator’s country, Spain, that one teacher of each school attended and where the final work plan was decided. Moreover, there wiere three short term exchanges of groups of pupils every year. These exchanges contributed directly to the attainment of the objectives of the project.

The methodology was active and participative and it fostered the collaborative work throught different activities such as data collection, data sharing, analysis, assessment and elaboration of surveys. A practical methodology will be also used in some activities like in the creation of an app.

The outputs of the different activities have been mainly written tasks (personal descriptions, informative dossiers, brochures, notice board, etc.), digital tasks (posters, charts, short films, web, blog, app, QR codes and Europass), and tasks which aimed at improving the basic competences and strengthen their European identity. Regarding the outputs related to the monitoring and evaluation of the project, several surveys were created as well as the middle and final report forms. Finally, a personal and professional development was expected in the teachers who participate.

All these results have been disseminated through different channels to reach both direct and indirect participants. We used mainly the webpage of the project, the app that students created, the webpage of the schools, local media, brochures, informative dossiers as well as meetings with teachers from the same department, teacher staff and/or parents.

The expected impact on the participants has been very positive since, on the one hand, the pupils have acquired knowledge/competences related to the project on a short/medium term but they have also learnt to understand how diversity may enrich their lives and have also acquired a European citizenship awareness. The motivation of participating teachers has also meant a revitalization of the schools in the medium/long-term.

Finally, with this project, the pupils have benefited from the acquisition of some tools which will help them in the long term for obtaining work and for participating more actively in the society.

EU Grant (Eur)

Funding of the project from EU: 87205 Eur

Project Coordinator

IES CAYETANO SEMPERE & Country: ES

Project Partners

• Berufsbildende Schulen Haarentor der Stadt Oldenburg
• Luleå Gymnasieskola