What is technostress?

Technostress affects people in different ways. I resonate with Chiapetta’s (2017) definition:

“Technostress is a syndrome that occurs when the person, subjected to information overload and continuous contact with most digital devices, develops a state of stress.”

This explanation isn’t limited to any particular symptoms. However, most of us can relate to being over-exposed to technological devices – especially in the past year. Consequently, I imagine many people have experienced some symptoms of technostress as a result.

What are the symptoms of technostress?

While the symptoms of technostress differ, there are a number of common experiences. Perhaps you obsessively check social media, or struggle to focus on everyday tasks. Or maybe you feel demotivated and low in mood. You might find yourself overly focused on getting the latest technology. Or you might be actively avoiding or feeling anxious about using technology.

Why should we be concerned about technostress?

People are adaptable, it’s part of our biology, but if change happens too quickly, we experience symptoms of stress. And, in our modern, continuously busy culture, it can be easy to assume something is wrong with us if we feel we can’t cope with technology. It can feel like we’re failing because we’re not focusing or achieving enough. We might also feel stupid for not understanding how a piece of software works.

In response, we need to find ways to relieve that stress and return to a more restful state.

Tips to prevent and manage technostress

1. Switch off – This may be hard to do with the demands of life but sometimes, just turning your devices off and stepping away from technology is the best approach. Do something to pull you away from the information overload, like a walk in nature or reading a fictional book. Something that pulls you away from life’s goings-on.
2. Limit your exposure – If you can’t switch off completely for whatever reason, then maybe rationing your exposure to devices is key. Time and limit your time on devices, taking regular breaks away. If you struggle to pull yourself away, there are apps and device functions that can restrict access for you.
3. Only use with a purpose – Before you start using technology, ask yourself: “What am I using this for?”. Study? Research? Or is it just out of boredom? If you haven’t got a set aim or goal, then you are likely to mindlessly scroll and get pulled into the vast information overload of social media and the web. Try to avoid this by having a set aim/goal when using technology.

What do you think of when you hear the term ‘explorer mindset’?

Many people think that it’s about encouraging children to be interested in learning. To support them when they want to discover new thoughts and skills – and to find things out for themselves.

But we can expand on those thoughts.

Explorers who set off on expeditions have specific goals. They have to prepare physically, mentally and practically. They know where they want to go, even if they don’t know what they will find there. In the process, they stumble and fall and get back up again. And when they finally reach the place they were headed for, they see more opportunities and realize they would like to go even further.

Young people who develop this mindset will always want to learn, discover and keep searching for bigger and better things.

1. Prepare them for the journey

Before setting off on any journey, it’s crucial to have access to the right tools. In our schools, we (usually) have all the books, technology and stationery we need. At home, on the other hand, students might only have the basics. Books and craft supplies might also be seen as messy and something to be tidied away.

Therefore, in our classrooms, we should show our students that materials are always readily accessible. Learners should understand that while everything has its place, we still like to read, write, and make things.

How to encourage reading, writing and creativity:

• Show students what you are reading; the books you have in your bag or tablet.
• Show them your notebooks and other written work.
• Allow time for craft work in the middle of the lesson and leave time to clear up at the end.
• Allocate a ‘messy space’ in the classroom where craft material can be used anytime. We often do this with kindergarten classes; consider continuing it for older students.

2. Focus on the language learning destination

Most of our students will be excited about starting their journey through the English language. Some will be naturally motivated or innately inclined to become fluent speakers, and others will need your encouragement.

As a teacher, you are the primary role model for your students. Your most powerful tool is showing your own enthusiasm for learning through English. Show the children that you want to improve your own English.

Thanks to the power of technology, children have become excellent explorers.

We can now be genuinely surprised about the things they discover on YouTube, Twitch or TikTok – the phrases, ideas or even ‘life hacks’ they share with us in class. We can learn from them too. Real admiration is always more motivating than praise.

How to encourage show and tell in the classroom:

• Allow five minutes for the children to show or tell you new things they have discovered online or elsewhere. Make it a routine with a time limit.
• Help the children find out about the skills their role models have by searching the internet or reading magazines. Seeing what others can do from small beginnings can inspire students to create their own goals.

3. Acknowledge obstacles

We tend to think of obstacles as something we have to conquer and get over. But we can’t always do that. Sometimes we have to stop, retrace our steps, rest, redefine our goals and start again.

As teachers, we know that not achieving what we have set out to do can make us feel incompetent. The same goes for our students. If they can’t do their homework, they may not feel good about themselves and start to invent excuses. We need to set them small, manageable daily goals so that the students can find satisfaction in focused work with a finite outcome.

If they do not achieve those goals, we can reset them in a different way – for example, a writing task could become a speaking task or vice versa. Seeing that we can approach a piece of work from different angles is a life skill for our children. We don’t have to give up; we have to do it differently.

How to help individuals reach their full potential

Give them a homework menu with different tasks done in different ways. This allows them to work to the best of their specific abilities.
For example:

Describe your bedroom. You can…

• write about it 
• talk about it
• draw and label it
• take a photo and label it

4. Continue to explore

It sometimes seems that the more we learn, the less we know. As we achieve certain goals, we realize that there are other goals beyond them. Viewed from afar, they might seem, like mountain ranges, impossible to reach. And it’s true. We can’t possibly learn everything. Just as we can accept obstacles as a natural part of life, we can accept limitations.

Instead of feeling inadequate, we can focus on what we have learnt and gradually extend our knowledge and skills. This can be done at any level, and it is rewarding to look back and see how far we have come as explorers of the English language.

Tips for extending students’ knowledge and skills

• Create regular opportunities for the children to demonstrate new knowledge or skills. A bulletin board is a simple way of doing this; children could add a note or a drawing to a topic-based board and read it aloud or briefly explain why they think it is interesting.
• Start or end a school term with simple revision activities and quizzes to help the students feel good about what they already know, however basic.
• Point out the students' less obvious soft skills, such as punctuality, listening to others, or being organized. Reading and writing often dominate school lessons. This helps children realize that other aspects of their skill sets and behavior are recognized and valued.

Encouraging children to develop an explorer mindset helps them feel a sense of satisfaction, that they are responsible for their own education. They are, and will continue to be, the leaders of their own learning expeditions.

In this blog, James Laidler talks about his insights into how to plan lessons for neurodiverse students. James is a teacher and has been a Special Educational Needs (SEN) Coordinator for the past 18 years. He also discusses how important it is to consider your terminology, using phrases like ‘special learning powers’ or ‘neurodiversity’ to break down negative stereotypes. On top of this, he wants to help teachers and students recognize the strengths SEN students can bring to the classroom.

James explores special needs education and what teachers can do to ensure their lessons are inclusive for all. A lot of these lesson tips are also great to apply to keep all students engaged, SEN or otherwise.

Defining Special Educational Needs

To define what Special Educational Needs (SEN) is, a child has SEN if they have a learning difficulty or disability that calls for special educational provision. Learners with conditions such as autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia or anxiety disorders come under this framework.

Inclusive lesson tips for neurodiverse students

Although teachers want to create inclusive lessons, many feel ill-equipped to support neurodiverse students. To help, James offers some tips for lesson planning which aim to turn learning diversities into strengths:

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a condition that can include symptoms such as inattentiveness, hyperactivity and impulsiveness. Students with this disorder may have a short attention span, constantly fidget, or act without thinking.

Lesson tips for ADHD students:

• Movement breaks – Students with ADHD may struggle to sit still for extended periods of time. Include short breaks in your lessons that offer them the opportunity to get up and move around at regular intervals.
• Group work – To keep learners active and engaged, include group work in class. This means they don’t have to focus on the board for too long.
• Dramatise lessons – A really effective activity is to bring drama into the classroom. For example, students can act out role plays or other fun drama-based activities. It keeps them motivated, holds their attention and can be fun for all of the class.

Dyslexia

Dyslexia primarily affects the skills involved in accurate and fluent reading and spelling. It may affect a person’s phonological awareness, verbal memory and verbal processing speed. Lesson tips for dyslexic students include:

• visual aids – Learners with dyslexia tend to have excellent visual memories. Try bringing in pictures to illustrate ideas or add them to lengthy texts to help students when doing reading comprehension exercises.
• font and spacing – When setting reading tasks, simply changing text font, enlarging font size, and double spacing is hugely beneficial to dyslexic students. Simply adapting the text can make their learning experience much easier.
• text-to-speech software – Using a text-to-speech specialized software often provides significant support to those who struggle with reading or digesting text on computer screens – try ClaroRead or Kurzweil 3000.

Autism spectrum disorder (ASD)

ASD is a developmental condition that involves challenges in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. The severity of symptoms is different in each person. Lesson tips for ASD students:

• Encourage systematic skills – Often students with ASD may be more systematic than other students. This means they favor routines, regular processes, and predictable activities. Try bringing out these skills by asking students to spot patterns, analyze numbers or evaluate data.
• Talk about interests – Autistic students may have specific interests they love to research. Engage them by getting them to talk about their hobbies or ask students to create projects on a topic they choose that they can present to the class.
• Teaching online/blended learning – If you have a learner who is struggling socially at school, it may be an option to include hybrid or blended learning. This takes away the social and emotional challenges of school and people interaction, which can benefit ASD students.

Anxiety disorders

Anxiety disorders differ from normal feelings of nervousness or anxiousness, but rather involve intense fear or anxiety. This condition is becoming increasingly common in young people since the onset of the pandemic and greatly affects their ability to learn.

Lesson tips for anxiety disorder students:

• Changing language and terminology – Our education system is very exam driven, which can cause students to experience much stress. By simply offering reassurance, guidance, and motivation, you can help to reduce their feelings of anxiety.
• Talk openly – Encourage learners to discuss their feelings if they struggle. They can do this with you, a classmate, or a support worker at the school. If they open up to you, focus on strategies to combat negative feelings and emotions.
• Mindfulness techniques – Try adding five minutes at the start of the day for guided meditation or breathing exercises. It may help students to begin the day in a calm and relaxed manner.