“Nah, I’m not a social media addict. I can control my level of activity anytime I want.”
This perhaps is one of the most common remarks we may get from our friends. However, most of us have subconsciously become addicted to social media and may not even realized it.
Check out the 30 signs of social media addiction and see what’s your score.
If your score is anything from 1 to 11, you are still on the sane track of social media.
11 to 22, alarm bells are ringing. You should go out, get some fresh air, socialize and meet more friends.
23 and above, you may need professional help before it is too late!
Sign #1: You check your mobile phone every few minutes for any notification on Facebook, Twitter mentions and such.
Sign #2: You think your world is over when you have no internet access or when Twitter, Facebook or other social media is down.
Sign #3: You assume other people can understand what you mean by your cool terms such as BRB (‘Be right back’), CMI (‘cannot make it’), LOL (‘laugh out loud’) and so on.
Sign #4: You have to check in at every new location to let everyone know where you are.
Sign #5: You literally announce to everyone on social media what you are doing every day, every hour. Things like brushing your teeth, having a lunch, found a penny, went shopping today and blah, blah, blah.
Sign #6: You have a meeting every week with others (social media addicts) to plan on what updates to put up on Facebook for next week.
Sign #7: You tag your friends on pictures that do not involve them, in order to make sure they see the pictures on their Facebook timeline.
Sign #8: You start to #hashtag #about #everything #under #the sun.
Sign #9: You have made urgent requests on Facebook for your family and friends to send you ‘lives’ on Candy Crush. (As if your life depends on it.)
Sign #10: You believe life is more happening on social media than in reality.
Sign #11: You freak out if your pictures are not able to be uploaded onto Instagram or Facebook.
Sign #12: Words like ‘Tweet’, ‘Insta’, ‘Pinned’, ‘Updates’, ‘Hashtags’ suddenly has become part of your lingo.
Sign #13: You created a Twitter or Facebook account for your pet dog, Bambi; and its parrot pal, James Bond.
Sign #14: You cannot live a day without social media; you need to travel with it, eat with it, sleep with it, or even using it while taking a dump.
Sign #15: You think your friend is an alien if he or she does not have a social media account.
Sign #16: You feel stressed for the entire day, if your ex-schoolmate, John does not respond to your friend request.
Sign #17: You love to stalk your friends via Facebook, Twitter and other social media accounts.
Sign #18: You feel angry and mad when people in real life do not understand what you mean in 140 characters.
Sign #19: You feel proud when that cute picture of yours get a hundred likes on Facebook.
Sign #20: Every food you eat does not only go into your digestive system. It will also go into your Pinterest, Instagram and Facebook permanently.
Sign #21: You secretly spend some of your work hours on social media.
Sign #22: You have “accidentally” signed your Twitter handle name on your marriage certificate and your personal cheques.
Sign #23: You feel upset when nobody comments on your updates in Facebook.
Sign #24: You spend at least 4 hours a day on social media, thereby isolating yourself away from social life.
Sign #25: You add strangers on Linkedin, Facebook and Twitter, to make up the numbers.
Sign #26: Social media has become part of your daily ritual; like sleeping and eating.
Sign #27: You would wake up in the middle of the night to check your social media for updates.
Sign #28: You are ecstatic when your children add you as a friend on Facebook.
Sign #29: You feel uncomfortable communicating with friends without using any social media device.
Sign #30: You think that the blue Twitter bird mascot exists in real life.
“So there you have it, the 30 signs of social media addiction. How addicted (or immune) are you?”
For the “Social Media Addiction, Social Life’s Extinction” KA201 strategic partnership project in the field school education supported by the Turkish National Agency, “One Hour Offline” Campaign was started in the section of Events on eTwinning. It is supported by teachers from all provinces and from program countries. The continuity of the activities is ensured and the project reaches a higher audience in this way.
Also, an eTwinning project was started and approved so that it will support our Erasmus+ project, increase the impact of the project and disseminate the activities of the project. Teachers teaching the age group of 12-18 years in our country and from all the program countries. It is aimed at increasing the number of partners and impact zone of the project and disseminating and publicizing the project in implementation.
Program: Erasmus + KA201 – Strategic Partnerships in School Education
Project Title: Social Media Addiction, Social Life’s Extinction
Project Reference No: 2018-1-TR01-KA201-058343
Duration of the Project: 01-10-2018 – 30-09-2020 (24 Months)
Coordinator: Kahramanmaras Provincial Directorate of National Education, Turkey
Kahramanmaras Provincial Directorate of National Education, TURKEY
Dulkadiroğlu Guidance and Research Center, TURKEY
Mancominitat de la Ribera Alta, SPAIN
Colegio Hernandez S.L, SPAIN
36,6 Competence Center, POLAND
WHY THIS PROJECT?
The widespread use of smartphones and social media and the uncontrolled use of it, especially among school-age youth, turn into a habit that leads to addiction. This, at first, affects both academic success and active participation in social life negatively and prevents people from physical activities. Starting from the family, there is a need for awareness and guidance on healthy alternatives at school and community level.
PURPOSE OF THE PROJECT:
The project focuses on the “social media addiction” that occurs in students and affects them irreparably. The main objective is to direct students to non-virtual “real” socialization activities such as competitions, tournaments, clubs, outdoor activities and to protect young people from social media addiction. In this direction, regional education authorities, guidance and research centers, schools and technology centers were included in the partnership, and a multidimensional strategy was put forward by blending theoretical, technical and psychological studies.
SUMMARY OF THE PROJECT
Development in ICT has introduced a new communication medium in 21st century: “Social Media”, which is defined as “Computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks”. It has spread among societies rapidly, and has become one of the basic communication mediums. On daily basis, the time spent on social media is growing day by day, and a number of social, physical, psychological problems occur under the brand new concept: “Social Media Addiction”
Social media addiction is a phrase sometimes used to refer to someone spending too much time using social media – so much so that it interferes with other aspects of daily life. There’s no official medical recognition of social networking addiction as a “disease” or disorder. Still, the cluster of behaviors associated with heavy or excessive use of social media has become the subject of much discussion and research. Recently, social media addiction cases become subject of psychological or neurological studies. Plenty of clinicians have observed symptoms of anxiety, depression and some psychological disorders in people who spend too much time online.
In this context, a “social media addict” could be considered “Someone with a compulsion to use social media to excess for hours on end”.
Researchers at Chicago University concluded that social media addiction can be stronger than addiction to cigarettes and booze following an experiment in which they recorded the cravings of several hundred people for several weeks. Media cravings ranked ahead of cravings for cigarettes and alcohol.
Many academic studies indicate risks of social media addiction, indicating significant findings.
Time management is the process of planning and exercising conscious control of time spent on specific activities, especially to increase effectiveness, efficiency or productivity. Modern educational strategies should focus on how to use the most precious resource in human life: “Time”.. Therefore, time management at school era is of the utmost importance.
The project “Social Media Addiction, Social Life’s Extinction – Online Slavery” has been developed in order to create awareness and multidimensional understanding on the irretrievable negative effects of social media addiction of students. The basic approach of the project is protecting young people from harmful effects of addiction and promoting offline (non-cyber) activities. In order to achieve its goals, the project addresses students (target group), teachers, parents, and school administrations throughout implementation. The project combines the power of educational authorities with related institutions (NGOs, research centers, technology centers, social activity promoters etc), blends good practices done so far, and offers practical activities.
The project also supports target groups with both educational services (questionnaires, seminars) and with practical actions (campaigns, contests, tournaments, clubs, outdoor activities), and promotes face-to-face peer interaction in order to avoid excessive use of social media.
Built up in a “regional partnership” concept, “Social Media Addiction, Social Life’s Extinction” project offers the partnership activities in 3 participating regions: Kahramanmaras (TURKEY), Alzira (SPAIN), and Lodz (POLAND).
“1 Hour Offline a Day” habit,
Public awareness against unconscious use of social media
Useful use of the Internet
Quality time management,
Academic motivation and achievement
Healthy physical and mental development
Development of communication skills,
“Free Minds” club
“Guide to Getting Rid of Social Media Addiction”
Establishment of project units, interim contracts and assignments
Initiation of commission work, research and survey work
Project website creation
Implementation of surveys
Organizing information activities (seminars for students and parents)
Starting the “1 hour offline” campaign for the target group
“Time management” training, seminars for students
Dissemination of daily plan implementation and reduction of “screen time”
Enriching students’ daily activities with healthy alternatives
Sports activities in schools (chess, table tennis, volleyball, football, basketball)
Student competitions: slogan, photo, poster / picture
Social activities: visits to nursing home, charity and hospital
Outdoor activities: picnics, trekking,
Implementation of the latest surveys for students and parents, evaluation of the results
Commission work: creation of e-journal
Preparation of final report
Project Implementation Units:
Project Coordination Unit
Project Implementation Unit
Research and Data Collection Unit
Reporting, Finance, Project Monitoring and Evaluation Unit
Kahramanmaraş Provincial Directorate of National Education started service as Maraş Directorate of Education according to the Law on the Organization of Education that was published on 22 March 1926 and went into effect on 3 April 1926. Our institution is working as the most authoritative public body planning and coordinating all formal and informal educational activities within the provincial organisation of the Ministry of Education. The institution is in charge of coordinating, regulating and auditing schools and educational institutions serving under the ministry in 11 towns, 2 of which are in the city centre. As of 2019, there are 956 schools/institutions, 474 subsidiaries, 9534 classrooms, 285.521 students and 14.337 teachers in the institution. The institution has an executive staff of provincial director, deputies and branch managers; supervisory board of education inspectors; a research and development unit of 9 people responsible for projects, total quality management, and strategic planning and 244 personnel.
Kahramanmaraş Provincial Directorate of National Education, with its 2015-2019 Strategic Plan, underlines the priorities of training young teachers who have universal values keeping up with the times; as well as earning individuals knowledge, skills and attitude on national and international levels; raising entrepreneurial, self-confident, responsible, articulate individuals open to communication and learning, and increasing national and international student/teacher mobility by using innovative approaches. In this regard, aware of the necessity of physical structure in schools, it expedited technical support and infrastructure of schools within the scope of Fatih Project in addition to promoting any kind of local, national and international project that will contribute to the enrichment of education.
Kahramanmaraş Provincial Directorate of National Education founded Research and Development unit under the Strategy Department within the context of Research and Development regulation issued on 25 June 2010, in order to participate in local, national and international projects. One of the primary goals of the unit is to prepare projects for Erasmus+ programs shaped by Lifelong Learning Programs and carry out its projects with great care.
Our directorate supplied the Research and Development unit with the necessary staff and technical support and has long been carrying out European Union projects and gained countless experience. The staff in the department are individuals who has taken an active role in preparing, planning and carrying out stages of many international projects before, and who have the goods, the sense of responsibility and the necessary mentality of project makers. The unit aims at doing projects and enriching the educational activities of Kahramanmaraş with these projects and has been carrying out important operations in this direction.
Furthermore, the staff in the unit have attended a lot of local and nation-wide in-service training concerning project cycle and management and so have been improving themselves in an academic and individual sense, and been in contact with other stakeholders doing projects. The staff will always be able to use these institutional project skills gained from training in this project effectively and will contribute to carrying out the project with the fewest mistakes possible with the help of years of experience.
Kahramanmaraş Dulkadiroğlu Guidance and Research Center is a public research institution. It has two departments. One of these are the services of special education. In this department, psychological counselors and special educators deal with diagnosis students academically and guide them for taking the best education program, then control the check these students academical level in every year. Special Education Department applies the intelligence tests to children learning deaf mental disabilities. According to the results of the test, they direct the children to the appropriate programs or schools, give information to parents about the children’s mental level and education possibilities, and visit the children in schools and get information about their development twice in a year.
The Other department, services of psychological counseling and guidance services give psychological counseling service to students and parents,makes radio programmes about education,publish books,magazines,brochures,gives education seminars to schools and reads opticals forms which students fill in schools then reports them to their teachers (example: students examination anxiety, makes co-operation with psychological counselors in schools, preparing educational programs for psychological counselors who work in schools.
Our institution has been studying with societies and other public organizations, with its quality staffs. We are concerned with special education service, guidance, and psychological counseling service. We are offer service to the community using modern and scientific methods. We support lifelong learning.
Our Vision :
Being a guide in education and life.
1- Special Education Service:
In this department, we are dealing with special needs people ( disabled children, all types of disability) and their parents. Special education teachers and psychological counselors work in this department.
– Educational diagnostics and evaluation
– To scan to identify individuals who need special education.
– İmplements intelligence tests
– Prepare training plans for special educational needs people
– To place children in a suitable program and school according to their mental level.
– To organize seminars and courses for parents, teachers, and managers about special education, types of disabilities, educational methods, new approaches.
– To follow the process of individuals who need special education.
2- Psychological Counseling Service:
In this department we are dealing with children, teenager and their parents who faced psychological problems ( bedwetting, sibling rivalry, thumb sucking, depression, school phobia…etc). The psychologists work in this service.
– To follow guidance works carried out in all schools.
– Working in coordination with schools and other educational institutions in its area.
– To service protective and preventive psychological counseling.
– Organize seminars and course for students families, teachers and managers.
The Mancomunidad de la Ribera Alta is a local organisation that brings together all the municipalities in the region of Ribera Alta. It consists of 35 municipalities that group a population of more than 220,000 inhabitants, distributed over an area of 979.5 km².
The Mancomunidad manages different services of interest for the municipalities that comprise it, constituting a body of local scope where the debate those issues affecting the peoples of the region becomes possible.
The Mancomunidad is responsible for:
• Promoting effective services seeking the improvement of the entire population´s welfare.
• Promoting actions before institutions and public and private entities aimed at the improvement of services.
• Participating, organising and collaborating at a regional level on events that aim to publicize our region.
• Cooperating, participating and promoting the dissemination of study materials from our region, which are written in our language.
It has been established as the best regional entity best to promote initiatives and form part of certain European programs directed primarily in the region of La Ribera. In order to be able to develop its activities, the Mancomunidad receives funds from the municipalities that form it and subsidies from several public bodies. The Plenary of the Mancomunidad is the supreme organ of government and administration of the entity and is composed of members representing the member municipalities. The Chair, Vice-Chairs, the Governing Board and several informative commissions complete the spectrum of the governing bodies of the Community.
Currently, the Mancomunitat is a fully consolidated administrative body which offers more than 25 specific services in municipal management (provision of equipment and common materials, document storage, crane, sanctions management, drinking water supply), environment (collection waste, abandoned animals, technical reports), social services (direct assistance, protection of children at risk, dependency, drug prevention, consumer attention), culture (regional studies, promotion of the Valencian language, adult education, traffic education) housing office or legal assistance to women, etc.
Each department develops different activities addressed to city halls and citizens:
• Waste Collection and Transport
• Environmental Reports Service
• Drinking Water Supply Service
• Selective Collection of Used Clothes Service
• Technical Assistance in Industrial Engineering Service
• Technical Assistance in Industrial Engineering Service
• Collection and Control of Abandoned Animals Service
2. Social services:
• General Social Services and Home Help
• Support Team for People in a Dependency Situation
• Specialized Service in Assistance to Families with Minors in Situations of Risk (SEAF)
• Community Prevention Unit in Addictive Behaviours (UPCCA)
• Mediation Agency for Integration and Social Coexistence (AMICS)
• Municipal Costumer Information Office
• County Housing Office (OCH)
• Information and Advice for Women (SIAD)
3. Culture, education, sports and youth:
• Archive services
• Road Safety Education Service
• County Studies Service
• Adult Training
• Valencian Training and Promotion Service
• Joint Exchange of Local Police Officers
• Vehicle Removal Service (Tow Truck)
• Computer Assistance Service
• Managing and Dealing with Disciplinary Proceedings Service
• Towable Lifting Platform Service
• Equipment Transfer for the Holding of Public Events
• Mechanical Sweeping Service
• Post services
4. Economic promotion, tourism and energy:
• Entrepreneurship advisory service
• Economic viability plans
• Enterprises processing set up
• Employment service
• Tourism promotion
• Municipal Energy Manager Service (ESCO)
• RES and EE promotion and installation
• Covenant of mayors management
5. International relations:
• Strategic advice and policy briefings on issues of regional interest
• Coordination of European funds
• Coordination of EU projects
Currently, more than 220,000 people benefit themselves from the services offered by the entity, which is the largest Mancomunitat in Valencia according to the number of municipalities represented and fourth in terms of population.
In its twenty years of operation, the institution has represented and defended the interests of Ribera Alta according to the founding principles of “developing all the services and resources that municipalities need” and “ensuring the regional level, understanding and unifying the region as a natural, historical, integrated and inclusive community”.
Colegio Hernández S.L, was formed in 1973. It is located in the town of Villanueva de Castellón, with a population of 7500 inhabitants. It is a predominantly rural area dedicated almost exclusively to the cultivation and export of oranges. In recent years it has suffered from very high rates of unemployment. In our School, the levels of Pre-Primary, Primary and Mandatory Secondary Education are taught. The faculty consists of 30 teachers and in the current school year 2017-2018 we have a total of 355 students. Most of our students come from the locality and surrounding villages, although in recent years we have welcomed newcomers from different countries, most of them from Eastern Europe, Romania, Ecuador, Brazil and Morocco.
We have students of educational compensation (23%) and specific educational needs at all stages, this fact has led to the need to adapt to the new socio-economic and cultural reality of our community and, therefore, among the programs applied in the school. We have a Compensatory Education Program to guarantee the right to an equal opportunity education for all our students and to prevent possible cases of early school drop out. We also have a Classroom for Attention to Diversity and logopedic care.
We have implemented a Plurilingual Program in Pre-Primary and Primary educational levels. We are part of the Network of Plurilingual Schools in the Valencia Region and the Network of Quality Schools (Level III). Since 2011 we have implemented a Quality Management System. This implementation implied a Strategic Planning of our organization in order to reach levels of excellence, within a Process of Continuous Improvement, and as a Critical Success Factor we have the participation in European Projects. Our aim is for students to become active and healthy European citizens and to encourage their participation and commitment to the school to improve their performance and achievement of educational objectives and also to their society. We believe that by applying for this project we will be able to improve the climate of the school, promote education in values, foster intercultural understanding and exercise active European citizenship. The School Board and the Parents’ Association support and value very positively the participation of our school in European programs.
36,6 Competence Centre (based in Lodz, POLAND) is an umbrella institution gathering professionals from many fields establishing interdisciplinary Experts Zone for the local development through international experience exchange. Their motto (Main idea behind): 36,6 ºC means balance: Balance understood as local society quality of life increase through competencies development of its inhabitants within the support of well-qualified experts conducting educational, research, cultural and vocational guidance-based activities under the framework of international projects. 36,6 is a positive figure (ideal temperature of a human body), it gives you guarantee you are healthy.
36,6 Competence Centre makes an attempt that every individual could have that kind of guarantee for healthy society at the end, healthy in many sense leading to quality of life at four levels so to achieve work-life balance: 4e: employment, education, entertainment/ private sphere environment/ eco-awareness.
Exemplary activities undertaken within the recent years:
Research carried out in Poland on: little scale urban trade, migrants & refugees, lone parenthood, renewable energy sources, chemical industry, primary & secondary education, labour market, beneficiary outcomes tracking, hospitality industry, basic skills (literacy, numeracy), European literature, scientific subjects promotion, truck-drivers sector, guerrilla method in language learning, drama in adult education, multilingual strategies and tools for teachers to promote an inclusive education, circular economy, 4.0 Industry and ICT based evaluation methodology to assess the social impact of work- linked training.
Participation & co-organisation of international events:
Berlin(DE), Glasgow(Scotland-UK), Mojmirovce(SK), Caen(FR), Leipzig(DE), Athens(GR), Brussels(BE), l’Aigle(FR), Belfast(UK-NI), Ostrava(CZ), Vitoria(ES), Zagreb(HR), Lodz(PL), Oslo(NO), Jesolo(IT), Neuruppin(DE), Istanbul(TR), Nicosia(CY), Bayeux(FR), Vila Nova deFamalicao(PT), Zurich(CH), Florence(IT), Warsaw(PL), Stoke(UK), Venice(IT), Bilbao (ES), Silkeborg (DK); Kaunas (LT), Pesaro (IT), Valencia (ES), Viterbo(IT), Baden (AT), Padova (IT), Jonkoping (SE), Vire (FR), Hamburg (DE), Abano Terme (IT), Rouge/Voru (EE), Koping (SE), Vienna (AT), Porto (PT), Linz (AT), Dubrovnik (HR), Riga (LV), Leon (ES), Valencia (ES), Bratislava (SK), Durango (ES), Tel-Aviv (IL), Edinburgh (UK), Bugibba (MT), Albacete (ES), Helsinki (FI).
Activities performed by 36.6 Competence Centre:
VLE (Virtual Learning Environment) co-development covering: training content development and adaptation (Articulate Storyline), educational films production, e-learning tools provision (Moodle);
Vocational guidance, coaching & counselling provision (e.g. within skills audit tool kit application);
Methodology development on beneficiaries’ outcomes tracking;
Conducting eco-awareness campaign in VET sector;
Publication along with National LLP & Erasmus Plus Agency in Warsaw on ECVET;
Deliverance of soft skills & empowerment workshops, teachers’ training eg. with usage of drama; literacy & numeracy courses for adults (Polish language as a second language included);
Provision of internship programmes (recent interns came from Slovenia&Italy).
Local society members regardless their age, gender, nationality, cultural background, religion belief, level of education, requiring further development as to acquire knowledge and skills adjusted to the changeable situation on the labour market on one hand and as to be included into the local society on the other hand.
PARTNERS (COMPETENCE PANEL)
Centerko – Regional Center for Volunteers in Lodz,
FabLabLodz – Foundation promoting innovation through collaborative work in Lodz
Art Incubator – Incubator for Creative Industries in Lodz
Arterion – Technological Incubator in Lodz
Technical University of Lodz& University of Lodz/ education at tertiary level, research& development;
SmartLy, Anagram Film, TrendyArt, Momint/ film recording and production – new media included;
Mydesign & GRAPH / graphic design, printing office;
TeamCoaching Comprehensive/ coaching, training; Done/ on-line tools, e-learning
Career Office UŁ/ employment agency; Mosqi.to/ interactive agency;
Euro-Konsultacje & 7Words/ translations, ESF assessment, language teaching;
Lodz Trekking Club/ recreation association; FLIPPER Swimming School; Alfa&Omega Computer School;
School4Child/ pre-school &primary &secondary school with licence of Dalton Association
Alteredukacja/ alternative methods in education; TOE / secondary school;
ŁCDNiKP/ Lodz Centre for Teachers’ Training; Catering & Hospitality Vocational School in Lodz;
Polska Izba Turystyki Ziemi Łódzkiej (Polish Chamber of Tourism in Lodzkie Region)
Lodzka Akademia Futbolu / a football academy from Lodz; RKS (Athletics Club for Olympic Games).
Details about our project have been published Erasmus+ project results platform.