PEDAGOGICAL GUIDELINES TO MINIMIZE CYBERADDICTION IN THE LEARNING OF SIXTH GRADE STUDENTS AT THE I.E. SANTO DOMINGO SAVIO IN THE MUNICIPALITY OF SEGOVIA, ANTIOQUIA

Abstract

The phenomenon of cyberaddiction is highly relevant because it affects behaviors without drug dependence or substance use. Its most common variables are the excessive use of phones and the internet. This research focused on generating pedagogical guidelines to minimize cyberaddiction in the learning of sixth-grade students at the Santo Domingo Savio School in the municipality of Segovia, Antioquia. Various doctoral studies related to the topic were considered as background information in order to understand the current state of knowledge on the subject. Regarding learning theories, the research highlighted the theoretical currents of Watson's behaviorism, and also incorporated Skinner's theory, as well as other theorists who have attempted to explain the inappropriate use of the internet. This includes the model by Rose, Lin, and Eastin, known as the Socialization of Effective Self-Regulation in Internet Addiction. This research adopted an interpretive paradigm with a qualitative approach based on human emotions, and was framed within constructivist learning theory. It began with a critical inquiry into the metamorphosis of societal structures, employing Heidegger's

phenomenological method. Key informants from the Santo Domingo Savio Educational Institution were considered, including two sixth-grade students, a teacher, and a parent. While the rise in cyberaddiction and the use of new technologies (ICTs) has been notable and documented, there is currently little consensus in international scientific communication regarding cyberaddiction as a disease, and therefore it is not yet included in the ICD (International Classification of Diseases).