Συνάντηση στη Θεσσαλονίκη Meeting Thessaloniki June 2011 Spanish Team R. Ortega, R. Del Rey, J. A. Casas & J. Calmaestra
Feb 24, 2016
Συνάντηση στη ΘεσσαλονίκηMeeting Thessaloniki
June 2011
Spanish Team
R. Ortega, R. Del Rey, J. A. Casas & J. Calmaestra
Daphne 3 Designing and Impact of the programme
Spanish TeamR. Ortega, R. Del Rey, J. A. Casas & J. Calmaestra
1. Aims
3. Sessions and Contents 4. Materials 5. Developing time
SUMMARY
2. Beneficiaries
6. Impact evaluation 7. Conclusions
Name of the educational programme
Programa Psicoeducativo sobre el uso de las Tecnologías de la Información y la Comunicación y las Redes Sociales
Psychoeducational program on the use of Information Technology and Communication and Social Networks
1. Aims• Demonstrating the importance of a good knowledge of ICT,
Internet and social networks to make good and fitted use of them.
• Provide an understandable body of concepts and basic operations of digital tools to make a safe and healthy use of them.
• Encourage the development of a plan of action, embedded in the legislative documents of the school, in situations of risk in the use of ICT in discharged which the main strategies.
• Promote and raise a positive and beneficial safe use of ICT
• To promote the reflection on the importance of ICT among young people’s lives.
2. Beneficiaries
• Direct beneficiaries– 3 schools– 590 Students– 150 Families– 110 teachers
3. Sessions and Contents• Depending on the target population towards the
intervention was aimed (students, teachers and families), it had differential features, sharing similar global objectives, but adjusting to the perspective of each of the groups or recipients to whom it is addressed.
• The contents are divided into three parts or blocks:1. What are the Internet and Social Networks?2.Benefits of using the Internet and Social Networks3.Risks of using Internet and Social Networks
3. Sessions and Contents
STUDENT SESSIONSSession 1: What does ICT mean for you? And the social networks?Session 2: Are you still out of social networks?Session 3: Our plan of actionSession 4: How can the internet help me?Session 5: Do you help? Do you get help? Do they understand you? Do you understand them?Session 6: What do we do in the internet and why it may damage us?Session 7: Risks and advantagesSession 8: The webquest: http://www.webquest.es/wq/webquest-conred-programa-psicoeducativo-sobre-el-uso-de-las-tecnologias-de-la-informacion-y-la-co
3. Sessions and Contents
Families: Social Networks: A new environment of relationships
Teachers: Living together with young people, living in social networks
4. Materials
• Direct programme:– Student: power point files with links to sort videos to help the
students for the understanding.– Families: power point files with links to sort videos to help the
families for the understanding , a list of recourses and the EMICI protocol
– Teachers: power point files with links to sort videos to help the teachers for the understanding , a list of recourses and the EMICI protocol
• Dissemination :– Posters, bookmarks, stickers, leaflets for students,
families and teachers
5. Developing time
School 1 School 2 School 3 TotalStudents 6 S x 8 G=
48 hours4 S x 7 G= 28 hours
8 S x 6 G= 48 + 4S x 3 G= 12 h. =
60 hours
136 hours
Teachers 1 S x 1 G= 4 hours 1 S x 1 G= 4 hours 1 S x 1 G= 4 hours 12 hoursFamilies 1 S x 1 G= 3 hours 1 S x 1 G= 3 hours 1 S x 1 G= 3 hours 9 hours
Total 55 Hours 35 hours 67 hours 157 hours
6. Impact evaluation
Participants
PreTest• 3 secondary schools.• 893 students• Age (M): 14.45
PosTest• 3 secondary schools• 820 students• Age (M): 14.41
Boys54.1
%
Girls45.9
%Boys54,3 %
Girls45.7
%
Participants
Experimental Group• 3 secondary schools.• 595 students• Age (M): 14.74
Control Group• 3 secondary schools• 296 students• Age (M): 14.92
Boys55,0
%
Girls45,0
% Boys52,4
%
Girls47,6
%
TIME EXPERIMENTAL GROUP CONTROL GROUP
PRE TEST 595 298POST TEST 504 274
Participants
TOOL DIMENSIONS ALPHA PRETEST
ALPHA POSTEST
Bullying Scale Victim 0,834 0,852
Aggressor 0,773 0,736
Total 0,828 0,820
Cyberbullying Scale Victim 0,810 0,872
Aggressor 0,859 0,836
Total 0,864 0,902
Perceived Information Control (Dinev, Xu & Smith, 2009)
Total 0,896 0,851
CERI (Cuestionario de experiencias relacionadas con
internet) (Internet-Related Experience Questionnaire)
(Beranuy, Chamarro, Graner & Carbonell-Sánchez, 2009)
Interpersonal 0,718 0744
Intrapersonal 0,773 0,794
Total 0,840 0,868
INSTRUMENTS
Results: Bullying Control Group
Bullying Victim Bullying Aggressor Bullying Total0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Pretest Postest
Results: Bullying Experimental Group
Bullying Victim* Bullying Aggressor* Bullying Total*.00
.10
.20
.30
.40
.50
.60
.70
.80
.90
1.00
Pretest Postest
** *
Results: Bullying Roles Control Group
Victim Aggressor Bully-Victim0
2
4
6
8
10
12
14
16
18
Bullying Control group (%)
Pretest Postest
Bullying Roles Experimental Group
Victim Aggressor Bully-Victim0
2
4
6
8
10
12
14
16
18
Bullying experimental group (%)
Pretest Postest
Results: Cyberbullying Control Group
Cyberbullying Victim Cyberbullying Aggressor Cyberbullying Total0
0.1
0.2
Pretest Postest
Cyberbullying Experimental Group
Cyberbullying Victim* Cyberbullying Aggressor Cyberbullying Total*.00
.10
.20
Pretest Postest
**
Cyberbullying Roles Control Group
Victim Aggressor Bully-Victim0
1
2
3
4
5
6
Cyberbullying Control group %
Pretest Postest
Cyberbullying Roles Experimental Group
Victim Aggressor Bully-Victim0
1
2
3
4
5
6
Cyberbullying experimental group %
Pretest Postest
Perceived Control Information
Pretest Postest5
5.2
5.4
5.6
5.8
6
PIC Control Group PIC Experimental Group
*
CERI Control Group
Intrapersonal Addiction Interpersonal Addiction Total Addiction0.8
0.9
1
1.1
1.2
1.3
1.4
1.5
1.6
Pretest Postest
CERI Experimental Group
Intrapersonal Addiction Interpersonal Addiction* Addition Total.80
.90
1.00
1.10
1.20
1.30
1.40
1.50
1.60
Pretest Postest
*
7. Conclusions
• Decreasing:– Bullying and Cyberbullying level– Cyberbullying prevalence– Interpersonal addition to Internet– Perceived Control Information
• To do in the next future: – Go deeply to the analysis and explore possible related
variables, i.e. duration of the intervention.– Criteria for implication