Addressing Social Media Addiction via the Classroom

Transcription

1 Journal of Health Education Teaching Techniques Vol. 2, No. 3, pp. 1 9 Addressing Social Media Addiction via the Classroom Monica Cecilia Webb, East Carolina University Lauren Michelle Wasilick, East Carolina University Abstract Students will uncover the dangers of social media addiction and advocate against those dangers by using Glogster. Objectives Upon completing the lesson, students will be able to 1. define social media and social media addiction, 2. discuss how social media can help or hinder everyday life, and 3. advocate against the dangers of social media addiction by using Glogster. Primary Audience This activity is designed for students in Grades Monica Cecilia Webb, assistant professor, Department of Health Education and Promotion, East Carolina University. Lauren Michelle Wasilick, graduate assistant, Department of Health Education and Promotion, East Carolina University. Please send author correspondence to webbm@ ecu.edu 1

2 2 Webb and Wasilick The Internet has become widely available for users of all ages. With the invention of Wi-Fi and mobile Internet networks, society can access the Internet through a variety of sources, including PCs, laptops, cell phones, and tablets. The Pew Internet Research Project determined that more than 30% of children 2 years old or younger have used a tablet or smartphone (Young, 2015). Thus, with the ever-growing availability, mobility, and use of the Internet, Internet addiction has become an evident issue among adolescents (Kuss, van Rooij, Shorter, Griffiths, & Mheen, 2013). According to a survey conducted by Pew Research, 92% of teens report going online daily including 24% who say they go online almost constantly (Lenhart, 2015, p. 2). The evolvement of Internet applications in everyday life has begun to haze the distinction between Internet addiction and functional Internet use (Young, 2015). Often debated is how a person defines the term Internet addiction. In the psychiatric literature, and 15 years ago, Internet addiction is defined as compulsive computer use resulting in personal distress or use leading to social, occupational, financial, or legal consequences (Black, Belsare, & Scholsser, 1999). Other researchers believe that Internet addiction is a broad term covering a variety of behavior and impulse control problems (Weinstein & Lejoyeux, 2010). These researchers have identified five subtypes of Internet addiction: cybersexual, cyber-relational, net compulsions, information overload, and computer addiction. Still others define Internet addiction as a disorder of impulse control, noting many of its features are similar to those of other disorders within the category, including pathological gambling, pyromania, and kleptomania (Aboujaoude, 2010). The lack of consensus among clinicians makes diagnosing Internet addiction difficult (Weinstein & Lejoyeux, 2010). According to Kuss et al. (2013), 99.8% of adolescents reported using the Internet at home or in school. The most common uses for the Internet are entertainment (45.1%), followed by searching for information and knowledge (19.9%) and communication with classmates (15.8%; Lam, Peng, Mai, & Jing, 2009). Approximately 80% of adolescents who regularly access the Internet are users of social media sites such as Facebook, Twitter, and Instagram (Lenhart et al., 2011). Facebook is the most commonly used social media site among teens, and 71% of 13- to 17-years-olds reported accessing the site (Lenhart, 2015). Adolescents reported the primary motivation for using social media sites is maintaining established offline networks (Kuss et al., 2013). Girls tend to dominate the visually oriented social media sites, such as Instagram and Snapchat, whereas boys are more likely to play video games (Lenhart, 2015). Social media sites increase the risk of an adolescent being addicted to the Internet (Kuss et al., 2013). Every hour of weekly Twitter and social media site use increases the odds of being addicted to the Internet by 2.6% and 3.2%, respectively (Kuss et al., 2013).

3 Social Media Addiction 3 Prevalence rates of Internet addiction among adolescents range from 0.3% to 25% depending on the criteria used to define Internet addiction (Weinstein & Lejoyeux, 2010). Adolescents diagnosed with Internet addiction reported experiencing preoccupation thoughts of Internet use, excessive use of the Internet, neglect of academic work, anticipation to be online, lack of control in reducing Internet use, and neglect of their social lives (Adiele & Olatokun, 2013). Other psychiatric symptoms include depression, obsessive compulsion, and interpersonal sensitivity (Kelleci & Inal, 2010). Internet addicts use the Internet to provide a medium for creating false senses of interaction, which can cause users to become isolated from their peers and from social interactions (Kelleci & Inal, 2010). Thus, these individuals may increase their Internet use and enter into a dangerous cycle of social withdrawal. Objectives Upon completing the lesson, students will be able to 1. define social media and social media addiction, 2. discuss how social media can help or hinder everyday life, and 3. advocate against the dangers of social media addiction by using Glogster. Furthermore, students will achieve the following National Health Education Standards performance indicators (Joint Committee on National Health Education Standards, 2007): : Evaluate the effects of media on personal and family health : Evaluate the impact of technology on personal, family, and community health : Work cooperatively as an advocate for improving personal, family, and community health. Materials and Resources The items needed to complete this lesson include the following: A computer/laptop for all students Internet connection to access Glogster ( and Poll Everywhere ( Printer access Directions and checklist for Glogster assessment (Figure 1) Rubric for Glog (Table 1) Primary Audience This activity is designed for students in Grades 9 12.

4 4 Webb and Wasilick Activity 1: Pre-Assessment Procedure Ask students to go 24 hours without Internet use. Remind students they should not access social media sites, , news websites, Xbox Live (or other online gaming sites), stores websites for shopping, and television or movie websites, including Hulu and Netflix. 1. After the 24-hour Internet abstinence period, ask students to write a self-reflection on the experience. The following questions can be provided to help guide the students in their writing: a. Were you able to go 24 hours without Internet use? Why or why not? b. How many times during the 24 hours did you think about accessing the Internet? c. What did you miss out on by not using the Internet? d. What were you able to do because you were not on the Internet? e. What difficulties did you face trying not to use the Internet? f. Would you be able to do this activity again? g. Did this assignment persuade you to use the Internet less? Why or why not? Activity 2: Class Discussion After the students complete the self-reflection, initiate class discussion to allow students to express their opinions and develop an understanding of social media addiction. Encourage students to participate with well-thought-out responses as well as to participate with listening skills and empathy for others viewpoints. The classroom discussion should be focused on defining social media addiction, the use of social media in everyday life, and the negative effects of social media addiction. Potential questions and answers are provided in the following paragraph. The discussion can begin by asking students open-ended questions or by using Poll Everywhere ( Poll Everywhere is an online polling tool with a process to record up to 40 responses free of charge. Classroom plans are available for a small fee if more responses need to be recorded. The site allows teachers to formulate multiple-choice or true/false questions. Students use their cell phones to respond to the questions. Collect responses and display them in graphs or as percentages for students to see how others responded. Responses are anonymous, which provides an opportunity for students to respond without feeling pressure from their peers to answer a certain way. Results from the polls can be used as discussion points. Examples of discussion questions and answers follow:

5 Social Media Addiction 5 1. Using Poll Everywhere, ask students to identify the number one reason they are using the Internet. Choices can include schoolwork, watching television shows/movies, using social media sites, or reading news stories. a. Discuss poll results with class. b. Ask students if they think that the class is using the Internet wisely. 2. Using Poll Everywhere, ask students to identify which social media site they visit most frequently. Choices can be Facebook, Twitter, Instagram, Snapchat, or others. a. Once poll results are in, discuss why one of the choices was the most common. b. What does that social media site offer that others do not? c. What were the other social media sites that were most frequently visited? 3. Using Poll Everywhere, ask students to estimate how much time they spend on the Internet each day. Choices can include less than 1 hour, 1 2 hours, 3 4 hours, or more than 4 hours. a. Discuss poll results with class. b. Ask if they believe that a majority of the class is using their time wisely on the Internet. c. Do you think that as a class, we are spending too much time on the Internet? 4. How would you define social media addiction? a. Social media addiction is when you believe you are unable to go without looking at Facebook and Twitter. b. Social media addiction is when you believe you are unable to stop using your phone. 5. Why do you think social media sites are so popular? a. Social media sites connect you to your friends. b. Social media sites allow you talk to people from all over the world. 6. Does social media help or hinder our everyday lives? a. In what ways does social media play a positive role in our everyday lives? i. It helps because it allows us to interact with all types of people. ii. It helps because it connects us more quickly and easily to people with whom we may be unable to communicate. b. In what ways does social media play a negative role in our everyday lives? i. It hinders because there are a lot of people who could attack us on the Internet. ii. It hinders because you could become addicted to it.

6 6 Webb and Wasilick 7. Do you think social media helps or hinders our relationships with others? a. It helps because you can talk to people who are far away. b. It helps because you can maintain more relationships. c. It hinders because it could cause drama within a relationship. d. It hinders because we become more comfortable talking through the Internet rather than face-to-face. 8. What are some health concerns that could result from social media addiction? a. What do you think are signs/symptoms of someone with social media addiction? i. Psychological issues such as depression, obsessive compulsion, and interpersonal sensitivity. ii. Sleep deprivation from spending too much time on the Internet. iii. They are always logged on to a social media site. iv. They are constantly talking about things that have happened on social media sites. 9. How would you help someone you thought was addicted to social media sites? a. Have them talk to friends, parents, counselors, teachers, or coaches. b. Get them involved in activities in which they do not use the Internet. c. Encourage them to seek counseling or therapy. d. Be a role model. Activity 3: Designing a Glogster/Advocacy Poster At the conclusion of the class discussion, students should have a basic understanding of what social media is and the effects it has on people s lives. At this point, students will become advocates and inform others about what they have learned regarding social media addiction. Each student should have access to a computer with Internet and the digital tool Glogster. Glogster was created in 2007 to help people interact online and share Glogs, which are interactive posters that include graphics, music, videos, and more. Students will create interactive Glogs to advocate against social media addiction. In 2009, Glogster launched Glogster EDU, which was tailored toward teachers, students, and the school district; pricing plans are provided depending on the number of students requiring access to the site. Once completed, the Glogs can be shared via printed methods or digitally via social media sites. Glogs represent a way to spread information quickly in an interactive, technology-heavy format. The teacher should reemphasize the positives of using media to provide information to the target audience.

7 Social Media Addiction 7 Students should proceed to the Glogster home page and create a log-in following the instructions provided for an educational account or sign in if they already have one. Once logged in, they click on the Create New Glog tab and use the template in Glogster to create a Glog. Instructions for the project are located in Figure 1. Students should read the definition of social media addiction and then proceed to the instructions for the Glog. Glogster Instructions for Students To complete this assignment, you must have access to the Internet as well as a Glogster account. To access Glogster, go to Glogster is an online tool that allows you to create interactive posters that include graphics, music, videos, and more. You will be creating a Glog to advocate against social media addiction. Be sure to include warning signs of social media addiction, the effects of media addictions, and possible treatment options. The goal of the assignment is to inform others (friends, family, peers, the community, etc.) of the dangers of social media addiction. Recall from the class discussion the numerous ways that social media addiction affects our health. Glogster Checklist Create a Glog that includes the following points. Refer to the rubric for specific point breakdowns. Definition of social media addiction Four facts that can be related to the overuse of social media Two warning signs involved with social media addiction Two sources that addicts can use to seek help Two health concerns of excessive social media use Two ways to prevent social media addiction One video or song that proves social media is prevalent in today s society Figure 1. Glogster instructions for students. Assessment Technique When students have completed their Glogs, they should save their work and then or print out the completed Glogs. To receive credit, students must meet each of the bulleted points in the project directions. Advocacy messages should be focused on identifying social media addiction and include health concerns related to addiction, prevention, and relevant resources. Students should present their work to the class via a computer projector, Smart Board, or printed version. Encourage students to post their Glogs to Twitter and other social media outlets once they have received approval. As a class, students will develop a plan for sharing these advocacy Glogs using Internetbased technologies. For example, the Glogs could be posted on the school or class website, Facebook page, or perhaps the class Twitter or blog feeds. This process allows students to strategize the best sites to post their Glogs to reach their target audience. Grade each Glog using the rubric in Table 1.

8 8 Webb and Wasilick Table 1 Analytic Grading Rubric for Glog Category 4 Exceeds standards Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation Definition of Social Media Addiction Video AND Song Included Glog has full definition of social media addiction Facts About Social Media Addiction More than four facts are accurately reported Sources of Help More than two sources are correctly identified and all contact information is correct Warning Signs Glog contains more than two warning signs Health Concerns Glog contains more than two health concerns Prevention Techniques Glog contains more than two preventative techniques 3 Meets standards Makes good use of font, color, graphics, effects, etc. to enhance the presentation Video OR Song Included Glog s definition contains only main points Four facts are accurately reported Two sources are correctly identified and all contact information is correct Glog contains two warning signs Glog contains two health concerns Glog contains two preventative techniques 2 Working toward standards Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation content Video OR Song Included Glog s definition is minimal Three facts are accurately reported Two sources are correctly identified One of the sources contact information is incorrect Glog contains one warning sign Glog contains one health concern Glog contains one preventative technique 1 Does not meet standards Use of font, color, graphics, effects, etc., but these often distract from the presentation content No Video OR Song There is no definition provided Two or fewer facts are accurately reported One source is correctly identified and the correct contact information is provided OR No sources are identified Glog contains no warning signs Glog contains no health concerns Glog contains no preventative techniques

9 References Social Media Addiction 9 Aboujaoude, E. (2010). Problematic Internet use: An overview. World Psychiatry, 9(2), Adiele, I., & Olatokun, W. (2013). Prevalence and determinants of Internet addiction among adolescents. Computers in Human Behavior, 31, Black, D. W., Belsare, G., & Scholsser, S. (1999). Clinical features, psychiatric comorbidity, and health-related quality of life in persons reporting compulsive computer use behavior. Journal of Clinical Psychiatry, 60, Joint Committee on National Health Education Standards. (2007). National health education standards: Achieving excellence (2nd ed.). Atlanta, GA: American Cancer Society. Kelleci, M., & Inal, S. (2010). Psychiatric symptoms in adolescents with Internet use: Comparison without Internet use. Cyberpsychology, Behavior, and Social Networking, 13, Kuss, D. J., van Rooij, A. J., Shorter, G. W., Griffiths, M. D., & de Mheen, D.V. (2013). Internet addiction in adolescents: Prevalence and risk factors. Computers in Human Behavior, 29, Lam, L. T., Peng, Z., Mai, J., & Jing, J. (2009). Factors associated with Internet addiction among adolescents. CyberPsychology & Behavior, 12, Lenhart, A. (2015). Teens, social media, & technology overview Retrieved May 5, 2015, from Pew Research Center website: org/2015/04/09/teens-social-media-technology-2015/ Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., & Rainie, L. (2011). Teens, kindness, and cruelty on social network sites: How American teens navigate the new world of digital citizenship. Retrieved from the Pew Research Center website: Teens-and-social-media.aspx Weinstein, A., & Lejoyeux, M. (2010). Internet addiction or excessive Internet use. The American Journal of Drug and Alcohol Abuse, 36, doi: / Young, K. S. (2015). The evolution of Internet addiction. Addictive Behaviors. Advance online publication. doi: /j.addbeh