善用科技‧促進社會情緒學習

參考文獻:

Collaborative for Academic, Social, and Emotional Learning (CASEL). What Is the CASEL Framework?. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Five Ways to Foster Social Emotional Learning with Flipgrid. (2021, November 7). eTwinz. https://www.etwinz.com/post/five-ways-to-foster-social-emotional-learning-with-flipgrid

Krista, O. (2021, April 16). How EdTech Supports Social and Emotional Learning. Education Alliance Finland. https://educationalliancefinland.com/news/how-edtech-supports-social-and-emotional-learning

Microsoft Education Team. (2022, August 23). New Teams features help improve your classroom's well-being. Microsoft Education Blog. https://educationblog.microsoft.com/en-us/2022/08/new-teams-features-help-improve-your-classrooms-well-being

Walker, G., & Weidenbenner, J. V. (2019). Social and Emotional Learning in the age of virtual play: technology, empathy, and learning. Journal of Research in Innovative Teaching & Learning, 12(2), 116-132.

Using Technology to Foster Social-Emotional Learning

References:

Collaborative for Academic, Social, and Emotional Learning (CASEL). What Is the CASEL Framework?. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Five Ways to Foster Social Emotional Learning with Flipgrid. (2021, November 7). eTwinz. https://www.etwinz.com/post/five-ways-to-foster-social-emotional-learning-with-flipgrid

Krista, O. (2021, April 16). How EdTech Supports Social and Emotional Learning. Education Alliance Finland. https://educationalliancefinland.com/news/how-edtech-supports-social-and-emotional-learning

Microsoft Education Team. (2022, August 23). New Teams features help improve your classroom's well-being. Microsoft Education Blog. https://educationblog.microsoft.com/en-us/2022/08/new-teams-features-help-improve-your-classrooms-well-being

Walker, G., & Weidenbenner, J. V. (2019). Social and Emotional Learning in the age of virtual play: technology, empathy, and learning. Journal of Research in Innovative Teaching & Learning, 12(2), 116-132.