This article on Ed-Tech Review provides more excellent insight into how to deploy modern technology for the purposes of the most ancient form of learning: experiential learning. As discussed in an earlier post, experiential learning is a key component in the Indigenous educational model, this information will be vital in providing educators with practical techniques to blend modern technologies with ancient indigenous educational practices. This article focuses on some unique strategies however such as sensory input technology, and asset creation.
This website is resource that links the world of emotional intelligence and technology. The author uses the term “learner agency” as “the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives”.
A direct connection can be found between self-directed learning, learner agency, and emotional intelligence. The discussion focuses on leveraging technology to enable, elicit, and encourage learner agency. This is of interest as I am working to present ways to doing just this in my essay, as a way of linking the Indigenous Education model to modern technological practices.
CAST is a non-profit organization that a leader in developing a universal design for learning, rooted deeply in learning sciences. The case studies located on this website provide several examples of how traits of the Indigenous educational model are found in success stories involving difficult to reach students, and incarcerated youth. CAST provides support to the notion that formal education is not for all, and a movement towards adopting Indigenous techniques would benefit many mainstream learners. This is a platform of my research paper.
This resource offered via the Gwenna Moss Institute through the University of Saskatchewan offers insight into technology being developed for the purposes of experiential learning. As experiential learning is a key component in the Indigenous educational model, this information will be vital in providing educators with practical techniques to blend modern technologies with ancient indigenous educational practices.
This website has been designed to describe technology activities that facilitate social emotional learning. The links in the menu lead to descriptions of the individual activities. They can be used within formal and informal educational settings. This resource in going to be valuable in the final section of my essay where I make recommendations to educators and instructional designers on how to utilize educational technology to enhance social-emotional learning.
This is an academic article that deeply examines the how social/emotional competencies combine to create healthy social/emotional learning experiences. This article will serve as a frame in terms of providing peer reviewed information for competencies that can be developed or integrated via technology into classroom curriculum. These competencies are: Self-awareness, Self-management, Social awareness, Relationship management, and Responsible Decision-Making.
This webpage serves as a guide to students and teachers alike in how to overcome challenges and adversity, to stay in control even when events go off track, to reach out for new opportunities and experiences even against all the odds. The author coins the term “emotional capital” as having the ability to develop your inner resources to charter a route through any future tough times, and examines tactics to build emotional capital. Although not directly linked to technology, the strategies outlined in the article to building emotional capital have value when designing tech-practices aimed at increasing emotional intelligence in learners.
Immersing oneself in an educational experience is common theme in Indigenous education. As discussed in post 1, technology has the ability to make this a reality when the necessary “experiences” are not readily available to the educator. Emerging wearable technology is seen as the technological bridge that could bridge human experience to simulated location. My research in making technology more emotionally sound, has resulted identifying technology that not only reacts to our emotions, but keeps us more in touch with our emotions. This webpage explores various wearable technology that simulates human touch (haptics), and augmented reality to create authentic educational experiences. These experiences align with the Indigenous vision of education, with the assistance of technology for the 21st century learner.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a leading organization advancing the development of academic, social and emotional competence for all students. Their mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships. This resource will be paramount in developing strategies for socio/emotional support in curriculum and providing practical examples of how supportive relationships shape academic outcomes.
The Indigenous believe of experience and emotion being keys cogs in the acquisition of wisdom/knowledge is possible when the necessary experiences are available to the educator, as was seen on the Fraser River journey. However, in classrooms or other more traditional learning environments, “gamification” makes simulating experiential learning a possibility. This webpage created through UBC provides in-depth information on gamification for emotional development, and also links to “The Things We Carry” which represents a step in game design that has the potential to give students immersive, accessible and place-based lessons in emotional intelligence.