Health promoting interactive technology: Finnish, Norwegian, Russian and Swedish students' reflections

Abstract

The aim of this study was to elucidate Finnish, Norwegian, Russian and Swedish students' reflections and ideas on how interactive technology can be used to promote health in school. The data were collected in the northern part of these four countries, and 630 students aged 13-15 filled out the World Health Organization's 'Health Behavior in School-Aged Children' self-completion questionnaire with one additional open question, which is analyzed in this article (n = 419). The phenomenological analysis resulted in four themes: A sense of control, Balancing enjoyable options, Sharing with others and Learning made easier. The students point out that interactive technology promotes empowerment and independence, reduces stress and makes learning easier. They argue for a healthy balance of Internet use for it to be health promoting. According to the students, good relationships increase well-being; and interactive technology can offer a way to socialize, provide a tool for meeting and making new friends, help when not feeling well and give support when encouraging classmates. We argue, based on the findings of the present study and previous research, that students need a combination of freedom and meaningful relationships with adults who have an empowered child perspective, to fully take advantage of the empowering effects of interactive technology. We suggest, as implications for practice, that teachers, school leaders and health care professionals find ways to act as partners using an appreciative process, asking questions on what works well, to make interactive technology an enabling technology to increase health literacy, thus improving health and well-being in students.

Issues promoting and hindering girls' well-being in Northern Finland

“…Girls' well-being was promoted by having good social relationships with family and friends and this is congruent with findings in previous studies (Derdikman-Eiron et al, 2011;Spein et al, 2013;Camara et al, 2014). In addition, our results agree with findings from Kostenius and Hertting's (2015) study where they state that good relationships increase well-being. Ahonen (Ahonen, 2006) found in his study, that girls generally had less social contact than boys and in Finland the pupils had the least friends compared to Sweden, Russia and Norway.…”

The power of appreciation: promoting schoolchildren’s health literacy

“…He points out that being a digital native means growing up in the digital culture and this might be the situation in the case of the children in this study taking technology for granted. Whatever the case may be we can conclude that schoolchildren in other studies point out that interactive technology not only promotes empowerment and independence but offer a way to socialize with friends, providing a tool to create good relationships which increase well-being (Kostenius and Hertting, 2015). Although the schoolchildren in this study did not mention technology the friendship aspect was found throughout the theme “Appreciation as fuel for health and well-being.”…”

Room for interpersonal relationships in online educational spaces – a philosophical discussion

“…This can be argued for as Maria having the power to remove herself from a situation in which she was not comfortable, increasing autonomy. Similarly, Kostenius and Hertting ( 2016 ) conclude that students express that interactive technology gives them a sense of control. They go on explaining that meeting and learning online, or in a virtual space, offer students opportunities to take responsibility and exercise self-control.…”

“…Others have also argued for the opportunities of online communication as they found that it enhances self-esteem, relationship forming, friendships, and increases friendship quality (Valkenburg & Peter, 2011 ). According to students, the use of interactive technology in school promotes good relationships as it offers a way to socialize, provides a tool for meeting, and gives support when encouraging classmates (Kostenius & Hertting, 2016 ). Also, students’ experiences of health and wellbeing in the school context point to the importance of being cared for, confirmed by and connected to others (Kostenius et al, 2017 ).…”

“…Also, students’ experiences of health and wellbeing in the school context point to the importance of being cared for, confirmed by and connected to others (Kostenius et al, 2017 ). Therefore, spaces for education need to facilitate not only the achievement of academic goals but also the fundamental needs of interpersonal relationships (Kostenius & Hertting, 2016 ).…”