chevron-down chevron-left chevron-right chevron-up home circle comment double-caret-left double-caret-right like like2 twitter epale-arrow-up text-bubble cloud stop caret-down caret-up caret-left caret-right file-text

EPALE - E-Plattform für Erwachsenenbildung in Europa


« Numeric: inclusion or exclusion tool? »

Effects of digital technology on learning are double: positive and deleterious. The boundary between the two stands depends on the content and support for children's digital use.

Deleterious effects / cognitive, behavioral and learning disorders

Positive effects / New technologies promote the inclusion of children with difficulties, school dropouts and special needs (language disorders, children without language, speech synthesis, dyspraxia).

In the framework of the project proposed under the Erasmus+ programme, we cannot dissociate these two effects. Nevertheless, in order not to dissipate ourselves, the project will focus on the deleterious effects of screens on learning process. Children addicted to screens are joining the circle of children with special needs in schools. As such, a link will also be made on the beneficial effects of digital technology in general for the inclusion of these children; subject of our latest project erasmus+

The problem of screen addiction is a societal problem. Professionals and families deal with it in different ways, with no formal bridges between the two.

  • Parents' approach is essentially related to the education of the children. Parents are aware that their children are too often on their screens
  • Parents don't want to get into conflict with their children ;
  • For most parents, digital technology has beneficial effects on the educational aspects for their children, but they are not aware of the limits that must be respected to avoid the transition to addiction ;
  • Screens are a good way to keep children 'calm' and allow parents to do what they have to do in peace and quiet ;
  • Parents are themselves over-using the screens ;
  • Cultural relationship to the screens. Crystallized in the teenage years, parents are unable to manage or monitor their teenagers' use of the screens


  • Teachers and professionals’ approach focuses on the effects of this addiction on student learning and behaviour. They are fully aware of the effects and note the harms to students.
  • Professionals intervene on an ad hoc basis. Speech and language therapists accompany children to their cabinets; teachers suspect the addiction, inform the school nurse and the school doctor, but there are no real prevention, information and support measures ;
  • At present, information sessions are held in some schools on the risks and dangers of social networks - among others - but not on the risks of over-use of screens ;
  • Faced with this new societal problem, there are still no formal detection and warning procedures between schools and families ;
  • Equipping schools with tablets, digital boards, etc. is becoming a brand image, a form of modernity for some communities. However, this equipment must lead to training for teachers who are not all in a position to teach with these tools.


  • Children’s approach
  • A tool for social integration, to do as friends do;
  • A tool for playing online with other children ;
  • It’s a game like any other, children are not necessarily aware of what they are experiencing psychologically and cognitively ;
  • In the teenage years, there is an awareness of addiction to screens and social networks, but have difficulty getting rid of them ;
  • Children are aware of the new form of communication with their peers. And aware that they would be isolated if they were disconnected from certain social networks that keep them permanently connected with their peers, even during school holidays.


  • Global approach / as teachers; as citizens; involvement of associations concerned by the digital issue in society; as professionals


  • Discover and share Prevention, information and accompaniment means at the family level ;
  • First inventory to see how to act with families ;
  • Contribute to a better information on positive and harmful effects: make available to all people what makes consensus, concrete effects, comprehension's tools for a better education ;
  • Recommendations for the implementation of a good education in the use of digital technology ;
  • How can we imagine the link to be made between professionals - parents - teachers?
  • Isn't there a mechanism for raising parents' awareness to be set up in the school environment?

The first objectives of our project

  • To know the preventive measures set up in schools in some European countries ;
  • To discover the good practices set up to support children with special needs in general and children addicted to screens in particular ;
  • Exchange of practices with researchers, speech therapists, teachers and parents' groups for support and prevention of the effects of digital technology on learning.

Age / 0 to 18 years old.

Partners : (first list to be completed with European partners)

  • In France.
  • Animation centres: animators, educators
  • Educational success service of the town hall of mantes la jolie
  • Day hospitals
  • Addictology Centres
  • Subjects of study Master II (psychology) and academic researchers






Anfrage gilt bis: 
Art der Aktivität: 
Exchange of ideas/best practice