FINAL EVALUATION OF THE PROJECT
LINK TO STUDENTS' QUESTIONNAIRE
Link
The questionnaire was completed by 74 students from the countries that are part of the project. We are in the last few months and wanted to find out how our students relate to technology and cybersecurity.
The majority use mobiles, computers and tablets to connect to the Internet; and they have a presence on social network profiles (90.5%). We find that 62.2% of families monitor their children's use of social networks.
Their social networks par excellence are WhatsApp and Instagram and they use them mostly to have fun, exchange photos, do homework or search for information. They are not a means of making new friends or doing collaborative work.
So far, 40% of students say that they have not come across any content on the Internet that has made them feel bad. If they did, they would act in different ways:
- They would ask an adult for help (14.9%).
- Respond in the same way (13.5%).
- Report the website (10.8%).
- They would do nothing, they would turn off the computer (9.5%).
According to the results we can conclude that they are children with a lot of exposure to screens. More than 40% say they spend between one and five hours a day on social networks or the Internet; and they recognise this as a weakness. Other points for improvement were having reactions or comments that they later regret (34.5%), or having more friends on social networks than in real life (25.9%). If their parents asked them to reduce their time spent on the Internet, 35.1% would accept the measure and collaborate, while 21.6% would show resistance.
45% of pupils use mobile devices at their educational centres when they are required for a specific activity or project. 32.4% say they use them sporadically and almost 22% deny using them for this purpose.
Almost 75% of respondents are aware of the figure of the cybermentor students and associate it with codes of good practice for the good use of social networks and the Internet in their schools.
As far as privacy is concerned, we can conclude that they take very healthy actions such as: not providing personal information (64.9%), not uploading videos that put their privacy or that of others at risk (56.8%); adding only people they know to their social networks (56.8%). Almost all are clear that they would not share their social network passwords because of compromising their privacy and risking risks such as phishing or identity theft.
When they upload their own images to social networks, they do so in order to show themselves as they really perceive themselves (57.9%), to have more followers (33.3%), or to improve their personal and social image (21.1%). A very low percentage do so to imitate other people or to become popular.
Our students' social media posts revolve around the following topics: hobbies (52.6%), events (33.3%) and opinions (29.8%). They post less about their desires, needs, or tell about their life as if it were a diary.
If a stranger tried to contact them on social media, most would block them immediately or not accept them until they were sure who they were dealing with.
40% say they do not express their moods in any way in their messages or posts on social networks. Those who do use emoticons or statuses on their profiles.
Finally, we asked them to write down suggestions they would give to a peer to avoid misuse of technology or any kind of bullying. We grouped their responses into two sections:
1) Misuse of technologies.
- Carry out daily activities that do not require the use of technology.
- Do not give out personal information.
- Do not post content on the Internet that could harm you or others.
- Be careful with your words and opinions; think before you post, and don't post too often.
- Parental controls can help.
- Don't add strangers to your social networks.
- Don't follow up on chain.
- Follow the recommended times for the use of devices. According to experts, one hour a day from the age of 6 or 7.
- Set social networks to private mode.
2) Any kind of harassment.
- If you are being bullied, block.
- Ask your parents for help.
- Stay away from people who bully you.
- Ignore.
- Don't do what you don't want them to do to you.
- Report any kind of harassment.
LINK TO TEACHERS' QUESTIONNAIRE
Link
The teachers had their own questionnaire to evaluate the best practices in each country based on criteria such as planning, development and results achieved. Thus we can conclude that:
- The two best best practices in Hungary were "My real identity" (69.2%); and "Information is not knowledge" (30.8%).
- The two best Italian best practices were "Fake News" (84.6%) and "Technology and us" (15.4%).
- The Polish team excelled in the best practices entitled "Privacy and security on the Internet" (84.6%); "Communication on the Internet" (15.4%).
- The two most voted good practices from Romania were "Protecting the right to privacy" (53.8%); and "Digital resilience" (46.2%).
- In the case of Spain, "The Braves' Club" on cyberbullying (53.8%) and "Hyperconnectivity" (30.8%) were selected.
- Finally, Turkey stood out with "Protecting your personal information" (53.8%); and "What do you want to say" (46.2%).
After that, the teachers were asked which competences they thought had contributed the most to our students. The following were listed: Communication, problem solving, critical thinking and creativity. We can conclude that the two most favoured were critical thinking (84.6%) and communication (76.9%).
Finally, they were asked to comment on their experience of the best way to prevent any kind of bullying in schools. Among their proposals, we can conclude that teachers should teach pupils how to deal with critical situations and encourage them to ask for help from adults both inside and outside the educational institution. Information and knowledge about these issues are fundamental elements. The promotion of critical thinking and the implementation of prevention programmes from an early age can greatly minimise the effects of any kind of bullying.