Antonella Gigantesco1, Gabriella Palumbo1, Magdalena Zadworna-Cieślak2, Isabella Cascavilla1, Debora Del Re1, Karolina Kossakowska3. 1. Centro di Riferimento per le Scienze Comportamentali e Salute Mentale, Istituto Superiore di Sanità, Rome, Italy. 2. Institute of Psychology, Faculty of Educational Sciences, Department of Health Psychology, University of Lodz, Lodz, Poland. 3. Institute of Psychology, Faculty of Educational Sciences, Department of Psychopathology and Clinical Psychology, University of Lodz, Lodz, Poland *The members of the WST European Group are listed before the References.
Abstract
INTRODUCTION: The present study investigated students' preferences about technology tools and digital education activities to be used in classroom to facilitate the implementation of a mental health promotion program. METHOD: Students' preferences have been elicited during one session focus group lasting 60 minutes. Overall, 26 focus groups, facilitated by 33 teachers, were organized in 9 schools of five European countries. Overall, 283 students who attended the first, second and third year of middle school (aged 10-15 years) volunteered to participate in the focus groups. RESULTS: The majority of preferences indicated smartphone to communicate or to get information and tablet for a better use in classroom. Collaborative games have been considered as more useful and beneficial compared to the other digital educational activities proposed. CONCLUSIONS: Teachers require further insight into the pedagogical role of ICT and training. There is a need to encourage them to provide opportunities to allow students to use technology to solve problems or develop abilities for a better socio-emotional functioning and, ultimately, mental health.
INTRODUCTION: The present study investigated students' preferences about technology tools and digital education activities to be used in classroom to facilitate the implementation of a mental health promotion program. METHOD: Students' preferences have been elicited during one session focus group lasting 60 minutes. Overall, 26 focus groups, facilitated by 33 teachers, were organized in 9 schools of five European countries. Overall, 283 students who attended the first, second and third year of middle school (aged 10-15 years) volunteered to participate in the focus groups. RESULTS: The majority of preferences indicated smartphone to communicate or to get information and tablet for a better use in classroom. Collaborative games have been considered as more useful and beneficial compared to the other digital educational activities proposed. CONCLUSIONS: Teachers require further insight into the pedagogical role of ICT and training. There is a need to encourage them to provide opportunities to allow students to use technology to solve problems or develop abilities for a better socio-emotional functioning and, ultimately, mental health.