TY - GEN
T1 - Scaffolding the Scaffolding
AU - Slovák, Petr
AU - Rowan, Kael
AU - Frauenberger, Chris
AU - Gilad-Bachrach, Ran
AU - Doces, Mia
AU - Smith, Brian
AU - Kamb, Rachel
AU - Fitzpatrick, Geraldine
N1 - Publisher Copyright:
© 2016 ACM.
PY - 2016/2/27
Y1 - 2016/2/27
N2 - The development of strong social and emotional skills is central to personal wellbeing. Increasingly, these skills are being taught in schools through well researched curricula. Such social-emotional learning (SEL) curricula are most effective if reinforced by parents, thus transferring the skills into everyday contexts. Traditional SEL programs have however had limited success in engaging parents, and we argue that technology might be able to help bridge this school-home divide. Through interviews with SEL experts we identified central design considerations for technology and SEL content: The reliance on experiential learning and the need to scaffold the parents in scaffolding the interaction for their children. This informed the design of a technology probe comprising a magnet card and online SEL activities, deployed in a school and via Mturk. The results provide a nuanced understanding of how technology-based interventions could bridge the schoolhome gap in real-world settings and support at-home reinforcement of children's social-emotional skills.
AB - The development of strong social and emotional skills is central to personal wellbeing. Increasingly, these skills are being taught in schools through well researched curricula. Such social-emotional learning (SEL) curricula are most effective if reinforced by parents, thus transferring the skills into everyday contexts. Traditional SEL programs have however had limited success in engaging parents, and we argue that technology might be able to help bridge this school-home divide. Through interviews with SEL experts we identified central design considerations for technology and SEL content: The reliance on experiential learning and the need to scaffold the parents in scaffolding the interaction for their children. This informed the design of a technology probe comprising a magnet card and online SEL activities, deployed in a school and via Mturk. The results provide a nuanced understanding of how technology-based interventions could bridge the schoolhome gap in real-world settings and support at-home reinforcement of children's social-emotional skills.
KW - Children
KW - Education
KW - Home
KW - SEL
KW - Social-emotional skills
UR - http://www.scopus.com/inward/record.url?scp=84963568688&partnerID=8YFLogxK
U2 - 10.1145/2818048.2820007
DO - 10.1145/2818048.2820007
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AN - SCOPUS:84963568688
T3 - Proceedings of the ACM Conference on Computer Supported Cooperative Work, CSCW
SP - 1751
EP - 1765
BT - Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work and Social Computing, CSCW 2016
PB - Association for Computing Machinery
Y2 - 27 February 2016 through 2 March 2016
ER -