Find your way out of the digital addiction labyrinth
The main idea of the Project is to design a process and educational tools through which youth can identify the responsible and irresponsible usage of the new technologies and get advice on how to improve their digital behaviour, based on the European reference framework DigComp design to support a shared, comprehensive understanding of digital competences.
This project came as a response to several NEEDS founded after researches and analyzes performed by our consortium:
Lack of awareness regarding the real danger faced when connecting all life aspects to the tech devices and internet.
Lack of structured instruments for youth worker to work on detection, prevention and recovery of technological addiction and inappropriate online behaviour.
Lack of digital competences required for the integration in the labour market
of our project
are the following
Providing youth workers educational tools which allow them to improve the usage of technology in their work and the quality of training programs related to topic.
Support young people to identify the good and bad uses of technology and internet.
Enabling youth workers access to knowledge regarding the responsible and useful usage of digital competence.
Reducing the risks of the misuse of the new technologies.
Increasing the responsible usage of the new technologies
What is the
TECHNOLOGICAL ADDICTION — called INTERNET ADDICTION, INTERNET USE DISORDER (IUD) or Internet addiction disorder (IAD) — is a fairly new phenomenon. It’s often described by psychologists as a serious problem involving the inability to control use of various kinds of technology, in particular the Internet, smartphones, tablets and social networking sites like Facebook, Twitter and Instagram.
According to a research done by Stanford University, 1 out of every 8 of those surveyed had at least one problem due to too much use of the internet. Moreover, in the 13-17 age demographic, up to 3 out of every 4 children could be considered addicted to the internet. The percentage of 18-24 year olds who would qualify as being addicted to the internet is 71%.
What is Digcomp?
DigComp is the European reference framework design to support a shared, comprehensive understanding of digital competences.
DigComp 2.0 identifies the key components of digital competence in 5 areas which can be summarised as below:
Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content.
Communication and collaboration: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one’s digital identity and reputation.
Digital content creation: To create and edit digital content To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied. To know how to give understandable instructions for a computer system.
Safety: To protect devices, content, personal data and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use.
Problem solving: To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up-to-date with the digital evolution.