LOL - Log Out and Live ! / Wyloguj się i żyj !

<< Background >>Teachers at our school observed that after a period of pandemics and isolation at school, there was a group of students who did not respond to the school's anti-networking and phonoholism actions. The students neglected their school and family responsibilities, gave up their interests and social contacts with their peers, and were unable to control the time they spent on the Internet. The project was part of the need for prevention and early intervention related to the emergence of the problem of abuse of mobile devices in everyday life. Thanks to the measures taken, students were able to return to normal social development, which is closely related to emotional development. Real cooperation and face-to-face meetings with peers from partner schools improved students' mental condition andinterpersonal relations. And EU funding allowed us to organize various and creative activities away from the virtual world. The project responded to the need for students to return to the real world and strengthen interpersonal ties.<< Objectives >>The pandemic was a worldwide phenomenon and our survey results confirmed that we were united by the problem of students' addiction to mass media. With the end of the pandemic and the isolation and forced remote teaching, we observed an increasing number of cases of computer, Internet, cell phone and network game addiction among students. Children and adolescents mostly used these media to further their knowledge, communicate and also for leisure and entertainment.Our goals were:- returning students to the real world- rebuilding interpersonal relationships- learning self-control of time spent online- modeling correct patterns of using mobile devices- developing the ability to take a selective and critical approach to content presented on the Internet- awareness and modification towards a healthy lifestyle- developing language skills- encouraging teachers to introduce new methods of working with students (including film education, discussion clubs, board gamesboard games during classes)<< Implementation >>1. Introducing school communities to the project(presentations about countries, cities and schools presented to students, parents and teachers)2.First mobility in Greece - screening of a film on environmental protection, panel discussion after the film, planning pro-environmental activities; event promoting recycling, saving water and electricity; series of LOL activities promoting new passions; students' participation in sports competitions, artistic activities, common bonfire, dance parties, A board game Day3.Action “Pass it on” - creation of a student bulletin board with keywords I can help you ! I need help !4.Second mobility - Italy - screening of a film promoting peer relations, panel discussion after the film, implementation of planned activities5.Action “ Man ! Give me a paw” - organization of fairs and collection of funds to help animals in need in partner schools6.Action “Log out and look out of the window, it's spring” - Lunch on the grass using herbs grown by students7.Third mobility - Poland- participation in the screening of films showing the effects of network and phonoholism, a trial over the cell phone8.Summary of the project in the form of a video and debate with teachers, parents and students.<< Results >>- making students and parents interested in the implemented project- tournaments, concerts, artistic open airs, musical events contributed to being offline more often- interest in learning a foreign language, the culture of the partner country- debates helped students to carry out self-reflection on the period of isolation and its consequences, helped to strengthen ties, build closeness, positive relations, share their own experiences, develop empathy- learning to work together in task groups (dividing tasks, completing tasks within a certain period of time, developing responsibility for duties assigned by the group)- a group of volunteers has been formed, in response to the needs of the elderly in caring for animals- ecological awareness - awareness of ecology, developing habits to save water, electricity, segregate trash, use less plastic- showing alternative forms of spending free time- mural promoting help for the needy - Responding to and opposing online hate speech, developing and adhering to netiquette- articles, broadcasts and photo essays in local media- conclusions and recommendations from surveys, interviews and observations; implementing them in school work plans.