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