DGB 1: Personal Digital Media Use

← Digital Literacy – Year 1

Digital media are used for school, leisure, communication and everyday organisation. Reflecting on one's own habits helps students use digital devices more consciously and recognise both benefits and possible problems.

Curriculum reference

Area	Classification
Competence area	Orientation
Focus	Personal media use and changes caused by digitalisation
Competence	Describe and reflect on personal media use and recognise opportunities and challenges of digital media in everyday life.

Learning objectives

Students can:

describe their own use of digital devices and media;
distinguish different purposes such as learning, communication, entertainment and organisation;
recognise the difference between intentional use and habitual use;
name opportunities offered by digital media;
identify possible burdens such as distraction, constant availability or loss of time;
compare selected everyday activities before and after digitalisation;
develop realistic strategies for more focused and balanced media use.

Learning content

What does personal media use mean?

Personal media use includes when, how long, why and in what situations a person uses smartphones, computers, tablets, games, streaming services, social media, learning platforms or other digital services. The same device can be used for very different purposes.

Areas and purposes of use

Typical purposes include information, communication, learning, entertainment, creativity and organisation. A smartphone can, for example, be used for a timetable, navigation, messaging, photography, research or games.

Intentional use and habit

Not every use begins with a clear decision. Notifications, automatic recommendations or habitual checking can lead to frequent interruptions. Conscious use means noticing why a device is being used and whether it supports the current goal.

Opportunities offered by digital media

Digital services can provide fast access to information, communication independent of location, collaborative work, flexible learning and practical support in everyday life. Calendars can remind users of appointments, navigation services help with orientation, search engines provide access to knowledge and learning platforms make materials available.

Possible opportunities include speed, networking, availability, support, flexibility, convenience and creativity.

Possible challenges

Digital media can also contribute to distraction, loss of time, sensory overload, sleep problems, lack of physical activity, stress or a feeling of constant availability. These effects do not occur in the same way for everyone, so personal observation is important.

Everyday life before and after digitalisation

Activities such as finding information, arranging meetings, listening to music, watching films or navigating have changed significantly. Comparing earlier and current practices helps students recognise both technical and social change.

Strategies for conscious use

Useful strategies can include disabling unnecessary notifications, taking regular breaks, keeping the home screen uncluttered, setting clear times for entertainment and using focus or Do Not Disturb modes when concentration is required.

Classroom activities

Media diary

Task: Record your digital media use for a limited period without writing down private message content. Note the device or service, purpose and approximate duration.

Expected outcome: A factual overview of personal use rather than a judgement of whether it is “good” or “bad”.

Before and now

Task: Compare several activities, such as research, communication, music or navigation, before and after digitalisation. Describe advantages and disadvantages.

Investigate distractions

Notifications and frequent switching between apps can interrupt focused work.

Task: Complete the same short task once with and once without unnecessary notifications. Afterwards, describe what you noticed.

Expected outcome: A reflective statement about concentration and working habits.

Create a personal media rule

Task: Write three realistic rules that could help you when studying or relaxing and explain each rule.

Expected outcome: Practical, self-chosen strategies rather than general bans.

Self-check

I can describe the purposes for which I use digital media.
I can identify opportunities and possible challenges of digital media.
I can distinguish conscious use from habitual use.
I can compare selected activities before and after digitalisation.
I can develop realistic strategies for focused media use.