Publication: Social and emotional learning around technology in a cross-cultural, elementary classroom
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Issued Date
2016
Resource Type
File Type
application/pdf
ISSN
13602357
Other identifier(s)
2-s2.0-84929427509
Rights Holder(s)
Scopus
Bibliographic Citation
Education and Information Technologies. Vol 21, No.6 (2016), p.1639-1662
Suggested Citation
Iaosanurak C., Chanchalor S., Murphy E. Social and emotional learning around technology in a cross-cultural, elementary classroom. Education and Information Technologies. Vol 21, No.6 (2016), p.1639-1662. doi:10.1007/s10639-015-9406-4 Retrieved from: https://hdl.handle.net/20.500.14740/5022
Author(s)
Abstract
The purpose of the study reported on in this paper was to design and test an intervention with elementary-aged children to promote social and emotional learning around technology. The intervention structured learning around technology as a catalyst and scaffolding tool that engages learners in cross-cultural, collaborative interaction, dialogue, problem-solving, decision-making and reflection in a face-to-face context. Participants were five Thai and 18 Cambodian learners in a Thai elementary classroom. Data collection involved self-report use of the Thai Emotional Intelligence Screening Test (TEIST) before and after 8 weeks of an intervention consisting of learners’ collaborative and interactive use of online, animated stories, discussion forum, mind maps and learning journal. Results are presented as pre-post for the whole group, for Thai vs. Cambodian, and for males versus females. Whole group (N = 23) T-values for the subcategory of Emotional self-control were significantly different at p <.05 from the pre- and post-TEIST (t = 2.712). Comparisons of pre- and post-TEIST between Thai and Cambodian learners revealed no significant difference. Comparisons between males and females evidenced a significant difference at p <.01 for the post-TEIST (t = 3.886, 3.092 respectively), showing increased Empathy and Responsibility among participating females. The paper concludes with an expanded model of social and emotional learning around technology. © 2015, Springer Science+Business Media New York.