Paper
Social and emotional learning around technology in a cross-cultural, elementary classroom
Published May 14, 2015 · Chuanpob Iaosanurak, Sumalee Chanchalor, Elizabeth Murphy
Education and Information Technologies
12
Citations
0
Influential Citations
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.
Non-RCTAn 8-week intervention using technology in a cross-cultural elementary classroom significantly improved emotional self-control, empathy, and responsibility among both Thai and Cambodian learners.
Full text analysis coming soon...