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Εθισμός και κοινωνικά δίκτυα

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Παρουσίαση διάλεξης στα πλαίσια της θεματικής εβδομάδας. 6ο Γυμνάσιο Γλυφάδας 17/5

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Internet addiction is a common problem that can be just as damaging as any other form of addiction. If you are concerned that you may be too dependent on the internet, there are several strategies you can use to curb your internet usage. Start by limiting when you will allow yourself to use the internet, such as by keeping a diary of your internet use and specifying when you will allow yourself to log on. You can also remove the temptation to go online by shutting off devices, putting devices in another room to charge, or unplugging your wifi. Developing healthy habits can also help you to cut back on your internet use and feel better overall.

Tracking and Limiting Internet Use

1. Set a timer to help you limit the time you spend online. One way of limiting the time you spend on the internet is to set up a 1-2 hour time block during which you are allowed to access the internet, and use a timer to track it. If you can limit your internet use to this time of day only, it may drastically reduce the total time you're spending online.

For example, you might limit your internet use to the hours of 3:00-5:00 pm daily and make the internet off limits at other times of day.

Or, you could break your internet use into 2 time blocks, such as from 9:00-10:00 am and 7:00-8:00 pm daily.

2. Create distractions for yourself to postpone internet use. Tell yourself you can check the internet in 15 minutes, and keep postponing internet access for as long as you can stand. While you wait, distract yourself with something, such as tidying your desk, completing a homework assignment, or loading the dishwasher. This strategy may help you to cut back on your overall internet usage without much effort.

Tip: Avoid distracting yourself with things that are like using the internet, such as computer or video games. Try to do something immersive that does not involve looking at a screen.

3. Decrease how often you check the internet in 15 minute increments. If you check the internet many times throughout the day, then cutting back to checking it only once or twice per day may be too drastic. Instead, you could start by gradually weaning yourself and extending the time you wait to check the internet by 15 minutes each time. This may help you to reduce your overall internet use in a less jarring way.

For example, you could start by waiting 15 minutes to check the internet, then wait to check it again for 30 minutes, then wait 45 minutes, then wait 1 hour, and so on.

See what feels comfortable for you. You may be able to increase your time in 20 or 30 minute increments, or you might find that you need to increase it more gradually, such as 5 minutes, then 10 minutes, then 15 minutes, and so on.

Removing the Temptation to Browse

1. Charge devices in another room at night to prevent bedtime browsing. If you often browse the internet on your phone while lying in bed, prevent yourself from doing this by charging your phone in another room of the house. Read a book (a paper one) or a magazine, or use a relaxation technique to help you wind down at night.

Did you know? Bedtime browsing can interfere with your ability to fall asleep and stay asleep due to the blue light that your smart phone emits, so stopping bedtime browsing may also help you to sleep better.

2. Look at 1 website at a time instead of having multiple tabs open. If you tend to look at one website, then open another tab, then another, and another, you might benefit from limiting yourself to one tab at a time. If you are one a website and it leads you to another one, close the old tab. This can help you to avoid going back and forth between multiple sites and wasting time.

3. Block time-wasting sites on your internet browser. If you want to avoid accessing sites that take up a lot of your time, you can block them by changing the settings in your internet browser. The method for tis will vary depending on the type of browser you use and whether you use a Mac or PC. By blocking time-wasting sites, such as social media, you may find yourself spending less time online.

Developing Healthier Habits

1. Replace internet use with a healthy activity. Exercising, reading a book, writing, studying, knitting, and doing crossword puzzles are all better alternatives to mindlessly browsing the internet. If you want to cut back on how often you are using the internet but aren't sure what to do with the extra time, identify a few activities that you enjoy and pick one to do instead when you're feeling the urge to go online.

For example, you could keep a knitting project in your purse and pick it up any time you find yourself wanting to check social media.

Or, you could keep a small paperback book with you during the day and read whenever you'd normally browse the internet.

2. Use relaxation techniques to reduce stress and anxiety. Yoga, meditation, progressive muscle relaxation, and deep breathing are all great ways to relax when you're feeling stressed. Instead of reaching for your smart phone or laptop when you are feeling stressed, try using one of these techniques to calm yourself. Other strategies you might try include:

Going for a walk in nature

Calling a friend to talk

Taking a bubble bath

Engaging in a favorite hobby

3. Reach out to friends and family to build more in-person connections. If you're craving social interaction, call up a friend and make plans to do something fun, or arrange a family dinner or game night. If you don't have friends or family who you can turn to, look into a special interest group that you can join. Attend in-person meetings to connect with other people who share your interests and make new friends.

Tip: Some people turn to the internet is because they feel lonely, but the internet is not a substitute for connecting with people in-person. Make sure to balance your virtual socializing with in-person socializing.

4. Watch for signs of internet addiction and seek help if you notice them. If you are concerned about becoming addicted to the internet, staying aware of the signs of internet addiction may help you know when to seek help. Be on the lookout for any signs that you may have become addicted and act right away to curb your internet usage. If strategies to overcome internet addiction don't work for you, talk with your doctor or a therapist for help. You may be addicted to the internet if:

Internet usage interferes with your normal daily activities, such as making you late for appointments, school, or work.

Staying up late browsing the internet becomes the norm and you get less sleep as a result.

You find it difficult to focus on other tasks, such as work or school assignments, because you keep logging on to check things.

Cutting back on your internet use makes you feel irritated or anxious.

You withdraw from social activities and lose interest in doing things you use to enjoy.

You feel worried that you might miss out on something if you don't check the internet regularly.

This article was co-authored by our trained team of editors and researchers who validated it for accuracy and comprehensiveness. wikiHow's Content Management Team carefully monitors the work from our editorial staff to ensure that each article is backed by trusted research and meets our high quality standards. This article has been viewed 548,644 times.

Updated: January 21, 2020

Overcoming internet addiction can be really hard, but by limiting your time on computers and keeping busy with other things, it'll be much easier. Try setting a timer when you're online, so you don't lose track of time and waste your evening. It's okay to go on the internet to entertain yourself sometimes, but make sure you finish your studying, work, and chores so it doesn't disrupt the important things in your life. You should also schedule time to hang out with your friends to give you quality time away from the internet. Start a hobby that doesn't involve technology, like playing a sport, learning a musical instrument, or drawing, if you don't already have one. This will give you something fun to do when you're not online. For more tips, including how to have fun with your family without the internet, read on!

Thanks to all authors for creating a page that has been read 548,644 times.

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Internet addiction is a common problem that can be just as damaging as any other form of addiction. If you are concerned that you may be too dependent on the internet, there are several strategies you can use to curb your internet usage....

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Lesson plan on Internet Addiction Aim: to make ss aware of the potential dangers of spending too much time online and how they can be protected. Obje...

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Προληπτική παρέμβαση για το κάπνισμα

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Προληπτική παρέμβαση για το κάπνισμα

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Πρόληψη εθισμού στο διαδίκτυο

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Πρόληψη εθισμού στο διαδίκτυο

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Πρόληψη εξαρτήσεων

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Πρόληψη εξαρτήσεων

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Εφηβεία και σχολική ζωή

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Εφηβεία και σχολική ζωή

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Αλκοόλ - Καπνός

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Αλκοόλ - Καπνός

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ΚΕΘΕΑ - Αυτό που θέλω για μένα

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ΚΕΘΕΑ - Αυτό που θέλω για μένα

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Κάπνισμα - Αλκοόλ

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Κάπνισμα - Αλκοόλ

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Κάπνισμα - Οινόπνευμα | Πλατφόρμα "Αίσωπος" - Ψηφιακά Διδακτικά Σενάρια

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Η κατανάλωση τσιγάρου και αλκοόλ έχει ως συνέπεια την απώλεια χιλιάδων ανθρώπινων ζωών παγκοσμίως. Οι απώλειες σε ανθρώπινες ζωές θα αυξηθούν σημαντικά τα επόμενα χρόνια, εφόσον δε ληφθούν τα κατάλληλα μέτρα.

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Getting to know our Internet habits: the mischievous side of social media | Πλατφόρμα "Αίσωπος" - Ψηφιακά Διδακτικά Σενάρια

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Το παρόν διδακτικό σενάριο επιχειρεί να προβληματίσει τους μαθητές αυτής της ηλικίας, εκθέτοντάς τους σε σχετικό διαδικτυακό υλικό, αλλά, κυρίως, φέρνοντάς τους σε επαφή με τα ευρήματα μιας έρευνας Άγγλων συνομιλήκων τους, η οποία συνδέει τη χαμηλή επίδοση και την κόπωση στο σχολείο με την αλόγιστη χρήση των social media.

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Children are being left to fend for themselves in the digital world, regularly signing over rights to their private messages and pictures unknowingly and with scant advice from parents or schools, according to England's children's commissioner.

Almost half of eight- to 11-year-olds have agreed impenetrable terms and conditions to give social media giants such as Facebook and Instagram control over their data, without any accountability, according to the commissioner's Growing Up Digital taskforce.

The year-long study found children regularly signed up to terms including waiving privacy rights and allowing the content they posted to be sold around the world, without reading or understanding their implications.

Children's commissioner Anne Longfield said children needed a specialist ombudsman to represent their rights to social media companies and recommended a broader digital citizenship programme should be obligatory in every school from ages four to 14.

Instagram, the photo sharing social media site used by more than half of 12- to 15-year-olds, and 48% of eight- to 11-year-olds, had terms and conditions that none of the young children in the taskforce's focus group could fully understand. Only half of the eight- to 11-year-olds could even read the terms, which ran to more than 5,000 words on 17 pages of text.

Privacy law expert Jenny Afia, a partner at Schllings, rewrote the terms so they could be more easily understood by children, including advice that "[Instagram] is allowed to use any pictures you post and let others use them as well, anywhere around the world. Other people might pay us to use them and we will not pay you for that".

Instagram can share with other companies any personal information about users, "such as your birthday or who you are chatting with, including in private messages.

"We can force you to give up your username for any reason," the re-written terms and conditions say.

Children found the new terms far easier to understand, with many shocked at the extent of the app's rights. Several said they would delete or reconsider using the app. "I'm deleting Instagram because it's weird," one 13-year-old told the group.

"They write like this so you can't understand it, because then you might think differently," another 13-year-old girl said.

Afia said: "The situation is serious, young people are unwittingly giving away personal information with no real understanding of who is holding that information, where they are holding it and what they are going to do with it."

She said the simplified terms would have the same, if not stronger legal standing that the current phrasing of the terms. "At the moment there is a very good case to say a child is not giving informed consent," she told the Guardian.

"If a child had a dispute with Instagram, the first argument would be that they did not give consent because they did not understand it."

Afia said that it was concerning companies might appear not to want children to read their terms. "Children thought differently about using the services," she said. "We want more awareness, which we hope will lead to pressure to improve the services.

Children reported futile attempts to report concerns about social media, even when behaviour might be illegal, such as underage sexting or stalking. One cited a social media account that persistently asked 13-year-old girls to send naked photos.

"Someone was asking loads of the girls in my school for nudes, everyone reported it about 100 times and the account is still there," one girl told the taskforce. "They have literally done nothing about it. Also he sent indecent images of himself which I swear is illegal and nothing happens."

Children said they were often tricked into seeing lewd pictures. "You'll click on a hashtag like #beautygiveaways and then see, like, a dick pic," one 12-year-old girl said.

Instagram's EMEA head of policy Michelle Napchan said the app prioritised giving clear information about safety and privacy policies that could be accessed from mobile phones. "We recognise in many cases, when people need help, they want it when they're using the app," she said.

"That is why we go beyond our terms and guidelines to offer in-app safety and privacy help - from reporting, to industry-leading comment tools and self-help resources. We have also produced a guide for parents to help them talk to their teenagers about internet safety."

The company requires users to be over the age of 13 and it says it has a trained team of reviewers that oversee the removal of inappropriate posts 24/7.

Longfield said children now spent half their leisure time in an environment which had very little regulation, controlled by a small number of powerful organisations.

"It is wholly irresponsible to let them roam in a world for which they are ill-prepared," she said. "It is vital that children understand what they agree to when joining social media platforms, that their privacy is better protected, and they can have content posted about them removed quickly should they wish to."

Longfield said she hoped the government would extend the power of the children's commissioner's office to give it independent oversight of the number and type of complaints that social media providers are receiving from young people.

"When it was created 25 years ago, the internet was not designed with children in mind," she said.

The taskforce - which also included the BBC's children director, Alice Webb, and Liam Hackett, founder of the anti-bullying charity Ditch the Label - also revealed a sharp rise in internet use by children as young as three.

Children aged between three and four spent an average of eight hours and 18 minutes on the internet a week, almost an hour-and-a-half longer than the average in 2015. By their early teens, children spend more than 20 hours a week online, the taskforce said.

The taskforce recommended the appointment of a specialist digital ombudsman who could act as a mediator between children and social media companies over the removal of sensitive content. It also said the government should consider implementing legislation protecting children's privacy and data online, similar to what is being proposed by the EU.

Sarah Champion, the Labour shadow cabinet minister who recently wrote a report recommending an overhaul of sex education to put more emphasis on digital risks such as online grooming, said: "This report is yet more evidence that the government aren't doing enough to equip children with the skills and knowledge to stay safe online.

"We have to recognise children are growing up immersed in a digital world. We owe it to them to do all we can to educate and support them to the risks they face in the virtual world, just as we do in the real world."

A government spokesman said it was investing £4.5 million in a new computing curriculum, which included e-safety. "The internet has given children and young people fantastic opportunities, but protecting them from risks they might face online or on their phones is vital," the spokesman said.

"The UK is a world leader in internet safety, but there is more to do, and we will carefully consider this report as part of our ongoing work to make the internet a safer place for children."
Topics

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Children in England sign over digital rights 'regularly and unknowingly'

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Children are being left to fend for themselves in the digital world, regularly signing over rights to their private messages and pictures unknowingly and with scant advice from parents or schools, according to England's children's commissioner.

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Safer Internet Day | Safer Internet Centre

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New research commissioned by the UK Safer Internet Centre, to mark Safer Internet Day 2018, has revealed that young people are more likely to have a positive experience than a negative...05 February 2018

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Lesson Plan: Investigating Internet Addiction
Download the Lesson Plan Jump to: OVERVIEW
In the past 15 years, digital media technologies have transformed the world and the ways that people across the globe interact. We've witnessed the introduction of the iPhone, iPad, MMOGs (massive multiplayer online games) and dozens of social networking sites, from Facebook and Instagram to Twitter and Vine. Along with these new communication opportunities come new concerns.

One of those concerns--Internet addiction--is examined in the documentary Web Junkie, which follows the treatment of three Chinese teenagers, obsessive gamers whose preference for the virtual world over the real one is summed up in one jarring statement: "Reality is too fake." Israeli filmmakers Shosh Shlam and Hilla Medalia gained extraordinary access to a three-month military-style rehab program in Beijing, illuminating a process that, while stern, may help set a standard as the wider world comes to grips with the devastating consequences of excessive Internet use.

This lesson uses the documentary as a springboard for a project-based research exercise, assigning students to investigate whether Internet addiction is a problem in their community.

POV offers a lending library of DVDs that you can borrow anytime during the school year--FOR FREE! Get started by joining our Community Network.
OBJECTIVES
By the end of this lesson, students will:

Examine claims of Internet addiction

Conduct research about peer online time

Reflect on the impact of their own online habits

GRADE LEVELS: 8-12
SUBJECT AREAS
Digital and Media Literacy
English/Language Arts
Journalism/Current Events/News Literacy
Social Science
MATERIALS
Film clips from Web Junkie and equipment on which to show them
ESTIMATED TIME NEEDED
Two class periods, plus time for of out-of-class research and writing. There is also an optional third class period for presentations.
FILM CLIPS
Video clips provided with this lesson are from Web Junkie. The total clip time is about 12 minutes.
Clip 1: "Daxing Boot Camp" (Length: 2:48 min.)
The clip begins at 1:46 with a shot of teens playing games at an Internet cafe. It ends at 4:34 with teens marching and chanting at the Daxing Boot Camp at the Beijing Military Hospital.
Clip 2: "Electronic Heroin" (Length: 1:21 min.)
The clip begins at 12:15 with Tao Ran--a psychiatrist, addiction specialist and director of the Daxing Boot Camp--saying, "Internet addiction is a critical problem among Chinese teenagers." It ends at 13:36 with Ran saying, "That's why we call it 'electronic heroin.'"
Clip 3: "Loneliness" (Length: 3:09 min.)
The clip begins at 39:49 with Nicky saying, "When I feel lonely..." It ends at 42:58 with Ran saying that Internet addiction can "evolve from a medical disorder into mental illness."
Clip 4: "The Mothers" (Length: 1:00 min.)
The clip begins at 9:47 with a conversation among mothers of sons at the treatment center describing their sons' problems. It ends at 10:57 with one mother saying, "He changed into a different person."
Behavior described by the mothers includes playing online games for more than 40 days, not eating, sleeping or bathing, withdrawing from family and friends and mental problems. Clip 5: "Hacker's Father" (Length: 1:44 min.)
The clip begins at 23:08 with a therapist asking, "Are you Hacker's father?" It ends at 24:52 with Hacker's father saying, "That was the most violent I was with him."
Clip 6: "Disease or Social Phenomenon?" (Length: 00:20 min.)
The clip begins at 49:57 with Nicky, one of the young men at the treatment center, saying, "Most of us don't think we have Internet addiction. It's not a real disease. It's a social phenomenon."

It ends at 50:17, when Nicky says he was just getting good at the game when he "had to come to this camp."
Clip 7: "Family Therapy" (Length: 1:08 min.)
The clip begins at 4:36 with Hope, one of the young men at the treatment center, saying "I want to talk to my dad." It ends at 5:44 with Hope asking the therapist, "What is reality?"
Clip 8: "Parents" (Length: 1:01 min.)
The clip begins at 28:25 with a group of young men talking after lights out: "Parents are brainwashed by psychiatrists." It ends at 29:26 with one of the young men saying, "At least that's one thing I'm better at than others."
ACTIVITY
1. Introduce the Activity

Begin by asking students if they've ever heard the term "Internet addiction." What do they think would qualify as being "addicted" to the Internet? Explain that China has been a world leader in developing treatment centers for Internet addiction. Tell students that they are going to view clips from the documentary Web Junkie, which follows the treatment of three Chinese young men who have been diagnosed with Internet addiction. They will then conduct a research project to investigate whether Internet addiction is real and, if it is real, whether it is an issue in their local area.

2. Show the Film Clips

Show the clips and invite initial reactions. (It might be helpful to have students view the clips in small blocks (i.e., four clips at a time), followed by discussion. Solicit initial impressions of the boot camp and whether students think Internet addiction is real or, as one of the young men in the film puts it, "just a social phenomenon." A few guiding questions that might be helpful after viewing the clips:

Based on the clips, what is Internet addiction? Describe the various "symptoms" and behaviors that are associated with this "addiction."

Do you think these symptoms and behaviors are a result of only the young men's engagement with the Internet? Discuss.

Do you agree that what the young men have is an addiction to the Internet? Explain.

What family issues seem to influence these teens' use of the Internet?

Given these circumstances, why might the teens be driven to a virtual/digital world?

In your eyes, do the young men have an Internet addiction, or are they simply participating in the "social phenomenon" of digital engagement? Explain.

Do you think the young men need a boot camp to treat their Internet usage? Why or why not?

Could the young men benefit from other types of services? Discuss.

3. Design the Research Process

Pose this question: How can we find out if Internet addiction is a problem among teens in our school or community? Tell students they will tackle this question as a research project.

Divide students into teams of five or six. Have them plan their research. During that process, they should consider:

What background information do they need? (For example, what is the definition of addiction? Who counts as a "teen"?)

Who might have answers? (Possible responses include parents, teens, psychologists specializing in treating addiction, teachers.)

What do you need to ask each source?

How and when will you do the asking?

How will you present your findings?

4. Refine the Research Process

Ask the members of each team to present their plan to their classmates, taking comments and questions. The goal is for each team to improve its own research process and the other teams' research processes as well. Eventually they may incorporate each other's findings into their own reports, so everyone has a stake in every team doing well.

Depending on the level and experience of the students, this step should also include discussions of:

Preserving the privacy of people they survey or interview (including any human subjects research protocols that exist in your school)

Obtaining necessary permissions (e.g., if they want to conduct surveys of people at the mall, they need to get permission from mall management)

What constitutes scientifically valid sampling (e.g., the difference between random sampling and just talking to their friends)

The difference between investigative journalism that gathers information from secondary sources (e.g., psychologists or addiction specialists) and investigation that asks teens directly about their own experiences

What to do if they encounter someone who is "addicted" or struggling with a problem

Set a deadline for students to turn in their research findings, either as written homework assignments or, if time permits, as presentations to the class. Teams may want to cooperate (e.g., everyone using the same survey questions so they can easily combine results at the end). Then let the research begin.

5. Presenting Findings (OPTIONAL)

Once research is completed, devote a class period to team presentations. Encourage students to take notes during each presentation (these will be useful for the final reflection, as well as the optional extension to create a news feature, which will need to include material from research conducted by the entire class).

After all teams have presented, discuss the findings and aggregate common results (e.g., if four teams each surveyed 25 students, combine results to give percentages based on 100 responses). If there are discrepancies, see if the class can come up with a logical explanation as to why those discrepancies exist.

Invite students to reflect on their research process. If they could do things over, is there anything they would change in order to strengthen their results?

6. Final Reflection

To wrap up the project, invite students to share what they learned about Internet addiction. Help them reflect on their own habits and whether or not they are making healthy choices.
EXTENSIONS

1. Have students compare their conclusions with claims made by researchers and cultural critics who deal with teens and media. They might read works by Danah Boyd, Douglas Rushkoff, Howard Gardner or Katie Davis.

2. Have students review school policies related to Internet use with their new expertise and recommend any revisions that they deem warranted.

3. Using a media format of their choosing, have each team prepare a news feature with the class research findings. For teams using video, the story should be no longer than five minutes. For teams using a print-based format, the story must also include pictures or embedded video clips. Each team should incorporate a reference to the clips from that they saw. Final features should be posted to a classroom website or wiki.
Encourage teams to submit their features to the school newscast or newspaper, or even offer them to a local news outlet (e.g., check your local PBS station to see if they might post it on their website).

4. Learn more about teen life in China and compare experiences there with typical teen culture where you live.

RESOURCES Web Junkie
You can find links to additional resources at the film's websites: www.webjunkiemovie.com and www.pbs.org/pov/webjunkie/ - The POV site includes a general discussion guide with additional activity ideas.

POV: Media Literacy Questions for Analyzing POV Films
http://www.pbs.org/pov/blog/povdocs/2015/11/media-literacy/
This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.

American Psychological Association: "Is Internet Addiction Real?"
www.apa.org/monitor/apr00/addiction.aspx - This article summarizes current psychologists' thinking about Internet addiction.

The App Generation
http://theappgenerationbook.com - On the website for the book The App Generation, authors Howard Gardner and Katie Davis investigate the ways young people navigate identity, intimacy and imagination in a digital world.

Danah Boyd
http://www.danah.org - Danah Boyd researches teen online life and her website explores the intersection between technology and society.

The New York Times: "Screen Addiction Is Taking a Toll on Children"
http://well.blogs.nytimes.com/2015/07/06/screen-addiction-is-taking-a-toll-on-children/?_r=0 - In this 2015 article, Jane E. Brody examines the potential effects of screen time and Internet use on adolescents.

Douglas Rushkoff
www.douglasrushkoff.com - Search the term "addiction" to find relevant articles and interviews on the website of this futurist who specializes in media effects.
STANDARDS
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects ( http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)

CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.

CCSS.ELA-Literacy.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CCSS.ELA-Literacy.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism.

W.9-10.1 & 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2d, 11-12.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. SL.11-12.2 adds: in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL.11-12.4 Present information, findings and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed and the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks.

CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
McREL (Mid-continent Research for Education and Learning) K-12 Content Standards and Benchmarks
Language Arts, Standard 1: Uses the general skills and strategies of the writing process.

Language Arts, Standard 2: Uses the stylistic and rhetorical aspects of writing.

Language Arts, Standard 8: Uses listening and speaking strategies for different purposes.

Language Arts, Standard 9: Uses viewing skills and strategies to understand and interpret visual media.
NCSS C3 Social Studies Standards
Dimension 1: Developing Questions and Planning Inquiries

D1.2.9-12. Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.

D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available and the potential uses of the sources.

Dimension 2: Applying Disciplinary Concepts and Tools
Civics
D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.

D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights and human rights.

D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

D2.Civ.14.9-12. Analyze historical, contemporary and emerging means of changing societies, promoting the common good and protecting rights.

Dimension 3: Evaluating Sources and Using Evidence

D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.

D3.4.9-12. Refine claims and counterclaims attending to precision, significance and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

Dimension 4: Communicating Conclusions and Taking Informed Actions

D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).

D4.4.9-12. Critique the use of claims and evidence in arguments for credibility.

D4.5.9-12. Critique the use of the reasoning, sequencing and supporting details of explanations.

ABOUT THE AUTHOR
Faith Rogow, Ph.D., is the co-author of The Teacher's Guide to Media Literacy: Critical Thinking in a Multimedia World (Corwin, 2012) and past president of the National Association for Media Literacy Education. She has written discussion guides and lesson plans for more than 250 independent films.

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Lesson Plan: Investigating Internet Addiction | Web Junkie | POV | PBS

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Lesson Plan: Investigating Internet Addiction Download the Lesson Plan Jump to: OVERVIEW In the past 15 years, digital media technologies have transformed the world and the ways that people across the globe interact. We've witnessed the introduction of the iPhone, iPad, MMOGs (massive multiplayer online games) and dozens of social networking sites, from Facebook and Instagram to Twitter and Vine.

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"Two children in Spain have been admitted to a mental health institution to be treated for addiction to their mobile phones, Spanish media report... They were doing badly at school and lying to relatives in order to get money to spend on their phones... Mobile phone addiction "could definitely be a danger in the future".

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Breaking News English ESL Lesson Plan on Addiction

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News English Lessons: Free 13-Page ESL lesson plan on Addiction - Handouts, online activity, mp3... for teaching current events.