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Welcome to the Virtual Social-Emotional Academy: What a State Mandate for SEL Taught Us About the Power of Integrating Information Technology in Teacher Education
PROCEEDING

, , Central Connecticut State University School of Education & Professional Studies, United States ; , Central Connecticut State University, Instructional Design & Technology Resource Center, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In response to Social-Emotional Learning (SEL) needs of CT teachers and students and the demands of a state mandate, colleagues from local schools and agencies joined university faculty from all levels of Teacher Education, Special Education, HHP, Counselor Education, plus Marriage & Family Therapy & Social Work licensure programs to co-construct a set of SEL-related content learning modules. Creative collaboration with instructional design colleagues transformed the information, case studies, video clips, reflective activities, and other materials into an integrated, interactive, and engaging course anchored by a Virtual Social-Emotional Academy to be accessed on-line as self-paced learning or as supplemental material within a variety of teacher education program courses.

Presenters will share examples from the digitally-enhanced course, describe the multi-disciplinary design process, identify lessons learned, and propose next steps.

Citation

Riem, K.J., Ciotto, C.M. & Abbott, C.B. (2017). Welcome to the Virtual Social-Emotional Academy: What a State Mandate for SEL Taught Us About the Power of Integrating Information Technology in Teacher Education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1763-1769). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

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References

  1. CSDE (2013). House Bill No. 6292, Public Act No. 13-133 AN ACT CONCERNING TEACHER EDUCATION PROGRAMS. Retrieved from https://www.cga.ct.gov/2013/ACT/pa/pdf/2013PA-00133-R00HB-06292-PA.pdf Jennings, P.A., & Greenberg, M.T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.
  2. Schonert-Reichl, K., Kitel J., LeRose M., Sipl M., Sweiss L., Zuhra T., Suave J. (2016). Social& Emotional Learning and Teacher Education: What do we know and where do we go from here? Retrieved from-1768-SITE 2017-Austin, TX, United States, March 5-9, 2017 http://www.hopelab.org/wpcontent/uploads/2016/05/SELinTeacherEducation_WhitePaperforHopeLab_April152016KSR.pdf

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides