디지털 도구를 활용한 과학과 사회정서교육 탐색 = Investigation of Digital Tools for Social Emotional Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the social emotional competencies of the digital age through literature reviews and to explore the implementation of Social Emotional Learning using digital ICT tools. OECD ‘DeSeCo Project’ and ‘Education 2030’ both included social emotional competencies in the subcategories of ‘knowledge, skills, attitudes and value’, and emphasized their importance and things. Socio-emotional competence was the core of DeSeCo's ‘Interact in heterogeneous groups’ and ‘Act autonomously.’ Especially, ‘Creating new value’, ‘Reconciling tensions and dilemmas’, and ‘Taking responsibility’ in Education 2030 were essential competencies to actively adjusted and resolved in situations of various tensions and dilemmas in human society for both well-being of individuals and society. In the case of social-emotional competencies, the closer to the year from 2005 to 2020, the more important social-emotional competency and tend to expand to essential competencies. Digital or ICT-related competencies were emphasized in the “OECD DeSeCo Project” and “Future core competencies.” ‘Use language, symbols and texts interactively’, ‘Use knowledge and information interactively’, and ‘Use technology interactively’ were the sub-competencies of ’Use tools interactively’ core competency in OECD DeSeCo Project. 'Information, media, and technology' was presented as a core competency, and WEF's “New vision for education: Fostering social and emotional learning through technology” presented digital technology competency as ICT literacy. However, digital or ICT literacy did not appear explicitly in the WEF’s ‘Top 10 Skills’ required in the 4th Industrial Revolution era. The closer to the year from 2005 to 2020, the digital or ICT technology related competencies is the basis for modern life. Examples of Digital ICT tools for social emotional learning are presented.

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