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 < 0.05 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 < 0.01 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.

Citation

Iaosanurak, C., Chanchalor, S. & Murphy, E. (2016). Social and Emotional Learning around Technology in a Cross-Cultural, Elementary Classroom. Education and Information Technologies, 21(6), 1639-1662. Retrieved August 13, 2024 from https://www.learntechlib.org/p/175921/.

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Keywords

• Comparative Analysis
• Cross Cultural Studies
• educational technology
• Elementary School Students
• Emotional Development
• EMOTIONAL INTELLIGENCE
• Empathy
• Foreign Countries
• interaction
• Intervention
• Pretests Posttests
• Responsibility
• Screening Tests
• Self Control
• Social Development