Social Emotional Learning and Technology Integration

Mabel Okojie, PhD., College of Education, Mississippi State University

Tinukwa Boulder, PhD., School of Education, University of Pittsburgh

Friday, June 5, 2025

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• Guiding : Questions
• Collective Understanding of SEL #1: Mentimeter Ice Breaker Activity & Discussion
• SEL Defined
• Fundamentals & Applications of SEL
• SEL Connection Learning Theories
• Scholarly Discourse on SEL
• Brain Break #2: SEL Visual Explorer Activity
• SEL and Technology Integration
• SEL Principles Application Activity #3
• Conclusion
• Question and Answer

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Agenda

Guiding Questions

1. What is your perception of Social Emotional Learning (SEL)?
2. How does SEL impact teaching and learning?
3. How can we leverage instructional technology to support our application of SEL?

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Activity #1: Our Collective Understanding Of SEL

Go to Menti.com | Code 6496 9412��What is OUR Collective Understanding of SEL?

• Enter three or more keywords that reflect your definition of Social Emotional Learning.

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Menti link: https://bit.ly/SELmenti

Social Emotional Learning (SEL) Defined

"the capacity to recognize and manage emotions, solve problems effectively, establish positive relationships with others, and competencies that are essential for all students" (Zins & Elias, 2006, p. 28).

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Fundamentals of Social Emotional Learning

• Self-awareness: Understand one's emotions, thoughts, behaviors, and how they impact others.
• Social awareness: Demonstrate sympathy to others, recognize cultural relativity, and support diverse individuals and communities.
• Self-management: Manage responsibilities in ways that empower us to cope with life demands and obligations.
• Responsible decision-making: Develop strategies to make ethical and informed decisions that align with our values, belief systems, and goals.
• Relationship skills: Build and maintain healthy relationships with others, navigate personal and professional conflict productively, and maintain one's social-emotional health and well-being.
• Mindset: Our beliefs and attitudes about events, people, situations, and circumstances in our lives.

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Social Emotional Learning

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SEL Connection to Learning Theories

Self-management

& Regulation

Self Awareness

Social- Awareness

Ethical Decision Making

Relationship Skills

Self-Awareness

Self Management

Self Awareness

Social -Awareness

Self Awareness

Social Awareness

Scholarly Discourse on SEL

• most influential factors on student learning were the quality of educational activities, home environment, and psychological considerations�
• Less influential factors were educational policies, demographics, and institutional systems.�
• Most impactful considerations were the frequent interactions among school community members (e.g., students, teachers, and parents).

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Wang et al.'s (1997): content analysis of 179 book chapter, insights from education research experts, & 91 meta-analysis research studies:

Scholarly Discourse on SEL

Kaufman et al. (2001) study:

SEL factors that influence student retention and dropout rates:

• feeling excluded
• conflicts with teachers or classmates
• not feeling safe
• perception that the learning environment is threatening

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Scholarly Discourse on SEL

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National Commission on SEL and Academic Development (Benton, 2002):

• conclusive evidence that SEL skills and competencies are essential to learning and linked to academic success. �

Zhao et al. (2021):

• "the results of their study show that adolescent self-esteem positively predicts academic engagement and that high levels of self-esteem can increase academic engagement.” (p. 5). �

Legault et al. (2006):

• Caring relationships create positive attitudes, leading to hard work, perseverance, and learning engagement.

Situating SEL in Bronfenbrenner’s Ecological Systems Theory

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SEL framework: Cultivate meaningful relationships and interactions between the student, and their internal and external communities. Practice radical care.

Scholarly Discourse on SEL – Broad Conclusions

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• Address low academic performance
• Cultivate a sense of belonging
• Consider our ecosystems
• Building meaningful relationships
• Empower well-rounded students to develop their identities
• Support embodies learning (holistic education)

Scholarly Discourse on SEL – Broad Conclusions

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Holistic education approach focuses “on the development of the entire person, encompassing physical, emotional, social, and intellectual aspects, rather than solely on academic achievement" (p. 179).

Activity #2: Visual Explorer Activity (Brain break)

• Take a few moments to review the photos on the table
• Select one or two photos that best reflects your responses to the question below:�

What role does SEL play in your approach to building authentic and productive relationships with students, colleagues, and others? How have these experiences impacted your work/life?

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Alternative Access to Visual Explorer Images

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Shortened - Weblink: https://rb.gy/0n1h9p

Technology Integration and SEL

• Create immersive, engaging, interactive media-rich pedagogical experiences for educators and students.
• Padlet/Canva: Identity/Positionality infographic
• Podcast: Interviews a STEM expert
• Perusall: Close reading & Social annotations
• Photos: Community Building
• Explore and investigate the unknowns, inspire joy, wonder, and curiosity.
• Imagination PlayCe/Marker Space: Making/Tinkering/Playing
• Integrate technology to facilitate critical thinking and problem-solving skills.
• Scenario based project management planning

Digital Inequities: Digital divide, Encoded inequities into AI & implications of AI

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Activity #3: SEL Principles Application Padlet Activity

You will find the activity on your tables. Discuss the prompts with your colleagues and jot down your ideas, insights, and strategies.

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Conclusion

• SEL has positive implications on education - teacher-student interaction and relationships, and academic performance, student retention
• Intentional application of SEL is vital
• Leverage technology to promote and sustain tenets of social-emotional learning
• Use technology to create immerse and embodied learning experiences.
• Awareness of the implication of the digital divide

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References

Bayne, S. (2014), “What’s the matter with ‘technology-enhanced learning’?”, Learning, Media and Technology, Vol. 40 No. 1, pp. 5-20.

Becker, H. J. (2000). Who’s wired and who’s not: Children’s access to and use of computer technology. The Future of Children: Children and Computer Technology, 10(2), 44–75.

Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are Cuban's predictions, correct? Paper presented at the 2001 Annual Meeting of American Educational Research Association (AERA), Seattle, WA.

Benjamin, R. (2019). Race after technology: Abolitionist tools for the new Jim Code. Polity.

Benton, T., Njoroge, W. F. M., & Ng, W. Y. K. (2022). Sounding the alarm for children’s mental health during the COVID-19 pandemic. JAMA Pediatrics, 176(4), e216295. https://doi.org/10.1001/jamapediatrics.2021.6295

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218–224. https://doi.org/10.1016/j.lindif.2010.10.002

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Questions?