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Technological Pedagogical Content Knowledge Framework as a Lens for Transformative Social and Emotional Learning Online: A Perspective

Technological Pedagogical Content Knowledge Framework as a Lens for Transformative Social and Emotional Learning Online: A Perspective

Chu N. Ly, Madora Soutter
Copyright: © 2022 |Pages: 17
ISBN13: 9781799891680|ISBN10: 1799891682|ISBN13 Softcover: 9781799891697|EISBN13: 9781799891703
DOI: 10.4018/978-1-7998-9168-0.ch004
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MLA

Ly, Chu N., and Madora Soutter. "Technological Pedagogical Content Knowledge Framework as a Lens for Transformative Social and Emotional Learning Online: A Perspective." Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching, edited by Valerie Harlow Shinas, et al., IGI Global, 2022, pp. 71-87. https://doi.org/10.4018/978-1-7998-9168-0.ch004

APA

Ly, C. N. & Soutter, M. (2022). Technological Pedagogical Content Knowledge Framework as a Lens for Transformative Social and Emotional Learning Online: A Perspective. In V. Shinas, C. Ly, & S. Ozden (Eds.), Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching (pp. 71-87). IGI Global. https://doi.org/10.4018/978-1-7998-9168-0.ch004

Chicago

Ly, Chu N., and Madora Soutter. "Technological Pedagogical Content Knowledge Framework as a Lens for Transformative Social and Emotional Learning Online: A Perspective." In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching, edited by Valerie Harlow Shinas, Chu N. Ly, and Sule Yilmaz Ozden, 71-87. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9168-0.ch004

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Abstract

This chapter used Mishra and Koehler's technological pedagogical content knowledge (TPACK) framework as a lens for understanding how teachers integrate transformative social and emotional learning in all learning environments (i.e., online and hybrid). The authors implemented a reflexive thematic analysis approach with interviews of 15 participants consisting of students, parents, and teachers. Findings illustrate that teachers were infusing social and emotional learning (SEL) into technological pedagogical content knowledge, and that interaction among all three bodies of knowledge supported students' social-emotional wellness during the COVID-19 pandemic. Integration of SEL allowed for rich authentic learning experiences across content areas as well connections to the class community in online or hybrid learning environments.

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