Overcoming nomophobia

Combattez la nomophobie

Superando la nomofobia

                       ENGLISH VERSION

eTwin project: “Overcoming nomophobia” (Type III)

*Duration: 9 months

*General objective:

Train students to identify, understand and overcome nomophobia through educational, technological and emotional well-being activities, contributing to:

• Develop communication skills in French and Spanish, focused on comprehension and oral and written production in the context of nomophobia.
• Promote intercultural awareness, allowing students to compare and contrast how nomophobia is perceived and confronted in different cultural contexts in French-speaking and Spanish-speaking countries.
• Encourage critical thinking on the use of technology and its effects on daily life, using French and Spanish as means of communication.

*Target audience:

High school students (14-16 years old).

*Vehicular languages: Spanish-French/French-Spanish

Project rationale

Overcoming nomophobia is an eTwin project that addresses a contemporary and relevant problem among adolescents: excessive dependence on cell phones, known as nomophobia. In an age where technology is omnipresent, it is crucial that students learn to manage its use in a healthy way. This project aims not only to raise awareness of the risks of nomophobia, but also to provide practical tools for managing time and technology in a balanced way. The teaching methodology, which includes lectures, interactive workshops, reflection activities and personalized monitoring, is designed to actively engage students and provide meaningful and lasting learning using the foreign languages ​​studied as a vehicle of communication.

This educational project is designed to provide a comprehensive understanding of nomophobia and encourage a more balanced and healthy use of technology among students, promoting lasting change in their habits and behaviors.

Project methodology

The methodology of the “Vaincre la Nomophobia” project is based on a global approach combining theoretical teaching, practical activities and personalized monitoring. Various teaching strategies are used to actively and meaningfully engage students in the learning process. These strategies include:

1. Conferences and presentations: Introduction of concepts and awareness.
2. Surveys and evaluations: Measurement and evaluation of the level of nomophobia.
3. Testimonials and Case Studies: Understand the real impact through concrete examples.
4. Debates and reflections: Promotion of critical thinking and reflection.
5. Interactive workshops: Practical learning and application of strategies.
6. Alternative activities: Promotion of technology-free leisure and activities.
7. Mindfulness and relaxation techniques: Reduce anxiety and promote emotional well-being.
8. Personal planning: Creation of personalized plans to reduce mobile usage.
9. Support groups: Providing mutual assistance and motivation between students.
10. Group projects: Promotion of teamwork and creativity.
11. Rating & Feedback: Continuous evaluation and adjustment of strategies.
12. Celebration and Future Engagement: Recognition of achievements and encouragement of continued commitment.

Teaching methodology

The “Overcoming Nomophobia” project is part of several contemporary educational methodologies that promote active and meaningful learning. The teaching approaches applied are detailed below:

1. Project-Based Learning (PBL)

Project-based learning (PBL) is a methodology that allows students to gain knowledge and skills by creating projects that address real-world problems. In this case, the project addresses the problem of nomophobia, allowing students to study, plan and execute practical solutions.

• Relevant activities:

• Development of group projects: Students research and create projects on the impact of nomophobia and how to overcome it.
• Presentation of the project: The projects are presented to the school community, promoting the dissemination of knowledge and strategies developed.

2. Cooperative learning

Cooperative learning promotes collaboration among students, working in small groups to achieve common goals. This approach is used to promote social and teamwork skills.

• Relevant activities:

• Support Group: Weekly small group meetings to share progress and challenges.
• Debate and reflection: Class debates on technological dependence and its consequences, promoting critical thinking and collaborative work.

3. Experiential learning

Experiential learning is based on the idea that students learn best through direct experience and reflection on those experiences. This approach focuses on practical and reflective activities.

• Relevant activities:

• Time management workshop: Interactive workshop on time management techniques and responsible use of cell phones.
• Mindfulness and relaxation techniques: Mindfulness and guided meditation sessions to reduce anxiety related to nomophobia.

4. Reflection-based learning

Reflection-based learning encourages students to reflect on their learning experiences to improve their understanding and future application.

• Relevant activities:

• Thoughts and Comments: Reflection session on the project experience and collection of feedback.
• Tracking log: Recording daily progress in implementing the personal mobile usage reduction plan.

5. Personalized learning

Personalized learning adapts the educational process to the individual needs of each student, allowing each student to advance at their own pace and according to their own needs.

• Relevant activities:

• Personal plan to reduce mobile usage: Development and monitoring of a personalized plan for each student.
• Individual advice: Individualized support to adjust and improve personal projects.

ICT resources and tools used

Month 1: Introduction and awareness

Week 1: Project presentation

• Materials: PowerPoint presentation, explanatory videos.
• Ressources TIC : Presentation software (PowerPoint, Google Slides), video platforms (YouTube, Vimeo).

Week 2: Initial survey and self-assessment

• Materials: Google Forms.
• Ressources TIC : Google Forms, data analysis in Google Sheets.

Week 3: Testimonials and case studies

• Materials: Videos, press articles.
• Ressources TIC : Video platforms (YouTube, Vimeo), information sites.

Week 4: Debate and reflection

• Materials: Discussion guide.
• Ressources TIC : Shared documents (Google Docs) to guide discussions and gather ideas.

Month 2: Education and Management Strategies

Week 1: Time Management Workshop

• Materials: Manuals, time management applications.
• Ressources TIC : Time management applications (Trello, Todoist, Google Calendar).

Week 2: Alternative activities

• Materials: DIY kits, board games, musical instruments.
• Ressources TIC : Tutorial videos on YouTube, blogs and hobby websites.

Week 3: Mindfulness and relaxation techniques

• Materials: Meditation videos, mindfulness apps.
• Ressources TIC : Mindfulness applications (Headspace, Calm), guided meditation video platforms (YouTube).

Week 4: Personal plan to reduce mobile use

• Materials: Planning templates, individual advice.
• Ressources TIC : Shared documents and spreadsheets (Google Docs, Google Sheets), planning tools (Trello).

Month 3: Implementation and monitoring

Week 1: Implementation of the personal plan

• Materials: Tracking log.
• Ressources TIC : Habit tracking apps (Habitica, Loop Habit Tracker), Google Docs for journaling.

Week 2: Support Group

• Materials: Meeting space, moderator.
• Ressources TIC : Videoconferencing platforms (Zoom, Google Meet), groups on social networks or messaging applications (WhatsApp, Telegram).

Week 3: Intermediate assessment

• Materials: Google Forms.
• Ressources TIC : Google Forms, data analysis in Google Sheets.

Week 4: Plan adjustments

• Materials: Individual advice.
• Ressources TIC : Shared documents (Google Docs), messaging applications for individual consultations (WhatsApp, Telegram).

Month 4: Consolidation and celebration

Week 1: Group Projects

• Materials: Various equipment depending on the project (cardboard, cameras, editing software).
• Ressources TIC : Video editing software (iMovie, Adobe Premiere), content creation tools (Canva).

Week 2: Project presentation

• Materials: Presentation room, projector.
• Ressources TIC : Videoconferencing platforms (Zoom, Google Meet), presentation software (PowerPoint, Google Slides).

Week 3: Reflection and feedback

• Materials: Evaluation questionnaires.
• Ressources TIC : Google Forms for questionnaires, Google Docs for collecting comments.

Week 4: Celebration and Future Engagement

• Materials: Certificates of participation, symbolic prizes.
• Ressources TIC : Certificate templates (Canva, Google Slides).

Post-project evaluation and monitoring

Follow-up survey:

• Materials: Google Forms.
• Ressources TIC : Google Forms, data analysis in Google Sheets.

Ongoing support group:

• Materials: Social media platforms or messaging apps.
• Ressources TIC : Groups on social networks (Facebook, Instagram), messaging applications (WhatsApp, Telegram).

This multidimensional approach and the use of ICT tools ensure that the “Overcoming Nomophobia” project is dynamic, interactive and effective in achieving its educational objectives. This combination of methods and ICT tools ensures that students not only understand nomophobia, but also learn practical skills and. strategies to manage their time and use technology in an effective and healthy way.

Specific objectives of the project

1. Identifying Nomophobia:

• Train students to identify the signs and symptoms of nomophobia in themselves and others.

2. Understanding cause and effect:

• Promote understanding of the underlying causes and negative effects of excessive reliance on mobility.

3. Reduction in mobile usage:

• Implement practical and personalized strategies to reduce mobile phone use among students.

4. Promotion of alternative leisure activities:

• Introduce and motivate participation in recreational activities and hobbies that do not involve technology.

5. Stress and anxiety management:

• Teach mindfulness and relaxation techniques to manage stress and anxiety related to nomophobia.

6. Evaluation and critical reflection:

• Facilitate self-assessment and critical reflection on personal mobile use and its impact on daily life.

7. Development of time management skills:

• Providing tools and techniques for effective time management and balance between digital and non-digital life.

8. Creating Support Networks:

• Encourage the creation of support networks between students to share experiences and successful strategies.

9. Knowledge Dissemination:

• Facilitate the creation and presentation of projects that disseminate knowledge about nomophobia and strategies to overcome it.

. Specific linguistic objectives:

• Oral and written comprehension:

• Improve students' ability to understand texts and oral discourse in French and Spanish related to technology, nomophobia, and related topics.
• Develop reading strategies that allow students to extract relevant and critical information from specialized texts in both languages.

• Oral and written production:

• Empower students to express their opinions and arguments coherently in French and Spanish on nomophobia.
• Encourage the writing of essays, reports and oral presentations in both languages ​​that address solutions to nomophobia.

• Interaction and mediation:

• Promote classroom debates and discussions about nomophobia in French and Spanish, thereby improving students' ability to interact in both languages.
• Facilitate linguistic mediation, where students serve as bridges between texts or speeches in French and Spanish, thus promoting mutual understanding.

Skills developed

At the Faculty:

1. Digital skills:

• Effective use of ICT tools for teaching and project management.

2. Teaching skills:

• Implementation of active methodologies such as PBL and cooperative learning.

3. Animation skills:

• Ability to moderate discussions, support groups and interactive workshops.

4. Guidance and counseling skills:

• Ability to guide and support students in the creation and adjustment of personal projects.

5. Rating & Feedback:

• Development of continuous and reflective evaluation techniques.

In the student body:

1. Self-management:

• Time management and personal planning skills.

2. Critical Thinking:

• Ability to think critically about the use of technology and its personal impact.

3. Emotional resilience:

• Techniques for managing anxiety and stress.

4. Collaboration and teamwork:

• Experience working cooperatively on group projects.

5. Creativity and innovation:

• Creation of creative projects to disseminate knowledge about nomophobia.

6. Communication:

• Improve communication skills through debates, presentations and group discussions.

7. Digital skills:

• Responsible and balanced use of technology and digital tools.

. Language skills:

• Communicative competence:

• Ability to communicate effectively in everyday and academic situations related to nomophobia, both in French and Spanish.
• Development of skills to adapt speech depending on the context, interlocutor and purpose of communication in both languages.

• Intercultural Competence:

• Ability to understand and respect cultural differences in the use and perception of technology between French-speaking and Spanish-speaking countries.
• Understand the linguistic and cultural nuances that influence communication on topics such as nomophobia.

• Critical Skill:

• Ability to critically analyze sources in French and Spanish, discerning points of view, biases and relevance of information presented on nomophobia.
• Ability to develop and defend critical positions regarding the influence of technology on society, using both languages.

Expected achievements

1. Significant reduction in nomophobia:

• Achieve a measurable decrease in levels of nomophobia among participating students.

2. Improved time management:

• Observe better time management and a healthier balance between digital and non-digital activities.

3. Adoption of alternative activities:

• Increased participation in hobbies and recreational activities that do not involve cell phone use.

4. Reduction of anxiety and stress:

• Reduced levels of anxiety and stress related to cell phone use.

5. Consolidation of support networks:

• Establishment of lasting support networks between students to continue to share strategies and motivation.

6. Knowledge Dissemination:

• Creation and presentation of projects that inform and raise awareness of nomophobia in the school community.

7. Development of digital skills:

• Improving responsible and balanced use of technology among students.

8. Student Empowerment:

• Empower students to make informed decisions about their technology use and emotional well-being.

 Expected linguistic achievements:

For teachers:

• Development of didactic skills to integrate contemporary themes such as nomophobia in the teaching of French and Spanish as foreign languages.
• Improved ability to design activities and materials that promote meaningful and critical learning, using both languages.
• Greater competence in facilitating intercultural debates and discussions in the classroom, effectively managing the use of French and Spanish.

For students:

• Ability to write essays and make oral presentations in French and Spanish demonstrating an in-depth understanding of the topic of nomophobia.
• Development of skills to debate and argue in both languages, demonstrating a high degree of linguistic fluency and precision.
• Increased intercultural competence, allowing students to navigate more confidently between French and Spanish-speaking cultural contexts.

This set of goals, skills and achievements reflects a comprehensive and holistic approach to combating nomophobia, ensuring that teachers and students develop essential skills and knowledge for a more balanced and healthy use of technology.

This document provides an overall view of the “Overcoming Nomophobia” project, covering its rationale, methodology, resources, specific objectives, skills developed and expected achievements. The overall approach of the project aims not only to alleviate nomophobia, but also to encourage balanced and conscious use of technology among students.

SCHEDULE OF ACTIVITIES

Month 1: Introduction and awareness

Week 1: Project presentation

• Activity: Introductory presentation on nomophobia, its causes and effects.
• Materials: PowerPoint presentation, explanatory videos.
• But: Familiarize students with the concept of nomophobia.
• Step by step:

1. Make a PowerPoint presentation about nomophobia.
2. Show videos that explain the causes and effects of nomophobia.
3. Conduct a brief discussion to clear doubts and student comments.

Week 2: Initial survey and self-assessment

• Activity: Conduct a survey on mobile phone use and its effects on daily life.
• Materials: Google Forms.
• But: Assess the level of nomophobia in the group.
• Step by step:

1. Prepare a survey in Google Forms about mobile device usage habits.
2. Ask students to complete the survey.
3. Analyze the results to identify the level of nomophobia in the group.

Week 3: Testimonials and case studies

• Activity: Presentation of testimonies and analysis of cases of people affected by nomophobia.
• Materials: Videos, press articles.
• But: Understand the true impact of nomophobia.
• Step by step:

1. Show videos with testimonials from people affected.
2. Read and discuss relevant news articles.
3. Carry out a group analysis on the cases presented.

Week 4: Debate and reflection

• Activity: Class debate on technological dependence and its consequences.
• Materials: Discussion guide.
• But: Promote critical reflection on the use of technology.
• Step by step:

1. Divide students into groups to discuss different aspects of technology addiction.
2. Lead a class discussion based on the discussion guide.
3. End with a group reflection on the ideas discussed.

Month 2: Education and Management Strategies

Week 1: Time Management Workshop

• Activity: Interactive workshop on time management techniques and responsible use of cell phones.
• Materials: Manuals, time management applications.
• But: Teach strategies for balancing phone use with other activities.
• Step by step:

1. Facilitate a workshop on time management techniques.
2. Introduce apps that help manage time.
3. Practice using these apps with students.

Week 2: Alternative activities

• Activity: Introduction to hobbies and recreational activities that do not involve technology.
• Materials: DIY kits, board games, musical instruments.
• But: Promote alternative activities to mobile phone use.
• Step by step:

1. Introduce different hobbies and recreational activities.
2. Provide materials allowing students to experience these activities.
3. Facilitate practical sessions in which students actively participate.

Week 3: Mindfulness and relaxation techniques

• Activity: Mindfulness and guided meditation sessions.
• Materials: Meditation videos, mindfulness apps.
• But: Reduce anxiety related to nomophobia using relaxation techniques.
• Step by step:

1. Introduce the concept of mindfulness and its benefits.
2. Guide students through meditation sessions.
3. Recommend apps and resources for practicing mindfulness.

Week 4: Personal plan to reduce mobile use

• Activity: Developing a personalized plan to reduce cell phone use.
• Materials: Planning templates, individual advice.
• But: Create a concrete, actionable plan for each student.
• Step by step:

1. Help each student identify their mobile usage habits.
2. Guide students in creating a personal reduction plan.
3. Provide individual advice to adjust and improve plans.

Month 3: Implementation and monitoring

Week 1: Implementation of the personal plan

• Activity: Start following your personal plan to reduce cell phone use.
• Materials: Tracking log.
• But: Put the acquired knowledge into practice.
• Step by step:

1. Ask students to begin following their plans.
2. Provide them with journals to record their daily progress.
3. Periodically review reviews and offer feedback.

Week 2: Support Group

• Activity: Weekly small group meetings to share progress and challenges.
• Materials: Meeting space, moderator.
• But: Ensure mutual support and motivation of students.
• Step by step:

1. Divide the students into small groups.
2. Facilitate weekly meetings moderated by an adult.
3. Encourage the exchange of experiences and advice between students.

Week 3: Intermediate assessment

• Activity: Assessment of progress through a second survey.
• Materials: Google Forms.
• But: Measuring progress in reducing nomophobia.
• Step by step:

1. Carry out a second survey similar to the first.
2. Compare the results with those of the initial survey.
3. Analyze progress and discuss it with students.

Week 4: Plan Adjustments

• Activity: Review and adjust the personal plan based on the results of the assessment.
• Materials: Individual advice.
• But: Optimize the strategies of each student.
• Step by step:

1. Review the results of the mid-term evaluation.
2. Advise students in modifying their plans.
3. Implement necessary adjustments to improve results.

Month 4: Consolidation and celebration

Week 1: Group Projects

• Activity: Development of group projects on the impact of nomophobia and how to overcome it.
• Materials: Various equipment depending on the project (cardboard, cameras, editing software).
• But: Promote teamwork and creativity in the dissemination of information.
• Step by step:

1. Form working groups.
2. Define the topic and format of the group project.
3. Provide materials and time for project development.

Week 2: Project presentation

• Activity: Presentation of group projects to the rest of the class and other members of the school community.
• Materials: Presentation room, projector.
• But: Disseminate the knowledge acquired and the strategies developed.
• Step by step:

1. Host a presentation event.
2. Prepare the space and necessary equipment.
3. Facilitate the presentation of each group and encourage public participation.

Week 3: Reflection and feedback

• Activity: Reflection session on the project experience and collection of feedback.
• Materials: Evaluation questionnaires.
• But: Evaluate the impact of the project and gather suggestions for future initiatives.
• Step by step:

1. Distribute evaluation questionnaires to students.
2. Facilitate a discussion session on the project experience.
3. Collect and analyze feedback to improve future projects.

Week 4: Celebration and Future Engagement

• Activity: Closing event with recreational activities and recognition of achievements.
• Materials: Certificates of participation, symbolic prizes.
• But: Celebrate achievements and encourage continued commitment to responsible use of technology.
• Step by step:

1. Organize a closing event.
2. Distribute certificates and prizes to participants.
3. Carry out recreational activities and think about your future involvement.

Post-project evaluation and monitoring

Follow-up survey:

• Conduct a survey three months after the end of the project to assess the sustainability of the changes implemented.
• Materials: Google Forms.

Ongoing support group:

• Create a support group on social networks or messaging applications to maintain contact and mutual assistance between students.
• Materials: Social media platforms or messaging apps.