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Gaye Pieterse¹, Rose Quilling ² ¹ School of Information Systems & technology, Faculty of Management Studies, University of KwaZulu-Natal, South Africa.

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Presentation on theme: "Gaye Pieterse¹, Rose Quilling ² ¹ School of Information Systems & technology, Faculty of Management Studies, University of KwaZulu-Natal, South Africa."— Presentation transcript:

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2 Gaye Pieterse¹, Rose Quilling ² ¹ School of Information Systems & technology, Faculty of Management Studies, University of KwaZulu-Natal, South Africa ² School of Information Systems & technology, Faculty of Management Studies, University of KwaZulu-Natal, South Africa

3  Generation Y era & Web 2.0 tools  Emotional Intelligence & Web 2.0 tools  Gen Y teenagers’ needs › Collaboration & communication › Core values based on peers › Decision making based on peer responses or influences › Want ‘community: to be understood, accepted, respected, and included’

4  Trait EI › Self-orientation › Other orientation › Emotional sharing  Relevant to scholastic achievement & deviant behaviour  Peer relationships & peer pressure > Susceptibility to peer influence linked to problems › High trait EI – autonomy & leadership qualities

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6 Successful in education Psychologically empowering Collaborative & fun Web 2.0 tools & Gen Y Deeper learning experience

7  Experimental  Outcome evaluation research  4 classes Grade 9 & 4 classes Grade 10 › Class 1 no intervention › Class 2 watched public digital stories › Class 3 watched public and peer digital stories › Class 4 made own digital stories

8  Appraisal & expression of emotion  Regulation of emotion  Utilisation of emotion › Evaluative and scored numerically

9 Class 1 (control) Test EI Watch public YouTube videos (a) & comment Test EI Watch peer YouTube videos (b) & comment Test EI No intervention for 3 months Test EI Class 2 Test EI Create own YouTube videos (a) & comment Test EI Watch peer YouTube videos (b) & comment Test EI No intervention for 3 months Test EI Class 3 Test EI Watch public YouTube videos (a) & comment Test EI Watch public YouTube videos (b) & comment Test EI No intervention for 3 months Test EI Class 4 Test EI No intervention Test EI No intervention Test EI No intervention for 3 months Test EI SSEIT test administered 4 times Feed-back questionnaires for informal comments after 3 rd test & comments on Voicethread Info & templates for movie-making:

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11 T echonolgical P edagogical C ontent K nowledge Social exchange theory

12 Possibility of using technological intervention – Web 2.0 tools to foster EI Education & psychology

13  3 tests (quantitative) › No evident connection  Feed-back questionnaire (informal qualitative) & Voicethread › Some interesting findings

14  Class 1 (control – no intervention)  Anger at being left out  EI tests: boring & meaningless  Class 2 (watched public digital stories & commented)  Movies made them aware of becoming more appreciative  EI tests: became more positive by 2 nd test

15  Class 3 (watched public & peer digital stories & commented)  Effects marred by poor editing skills but generally positive  EI tests: became increasingly aware feelings of self & others  Class 4 (made own digital stories & commented)  Huge emotional changes – positive (moviemaking) & negative (groupwork)  EI tests: responded in a very deep way

16  Gen Y teenagers › Web 2.0 tools › Core values on peers  Digital story-telling & EI? › SSEIT › Feedback – questionnaire & Voicethread

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