Gaye Pieterse¹, Rose Quilling ²
¹ School of Information Systems & technology, Faculty of Management Studies, University of
KwaZulu-Natal, South Africa
[email protected]
² School of Information Systems & technology, Faculty of Management Studies, University of
KwaZulu-Natal, South Africa
[email protected]
Generation Y era & Web 2.0 tools
 Emotional Intelligence & Web 2.0 tools
 Gen Y teenagers’ needs

› Collaboration & communication
› Core values based on peers
› Decision making based on peer responses or
influences
› Want ‘community: to be understood,
accepted , respected, and included’

Trait EI
› Self-orientation
› Other orientation
› Emotional sharing
 Relevant to scholastic achievement & deviant
behaviour

Peer relationships & peer pressure
> Susceptibility to peer influence linked
to problems
› High trait EI – autonomy & leadership
qualities
 Successful in education
 Psychologically empowering
 Collaborative & fun
 Web 2.0 tools & Gen Y
 Deeper learning experience
Experimental
 Outcome evaluation research
 4 classes Grade 9 & 4 classes Grade 10

› Class 1 no intervention
› Class 2 watched public digital stories
› Class 3 watched public and peer digital
stories
› Class 4 made own digital stories
Appraisal & expression of emotion
 Regulation of emotion
 Utilisation of emotion

› Evaluative and scored numerically
Class 1
Test EI
No intervention
Class 2
Test EI
Watch public
YouTube videos
(a)
Class 3
Test EI
(control)
Test EI
No intervention
Test EI
No intervention
for 3 months
Test EI
Test EI
Watch public
YouTube videos
(b)
Test EI
No intervention
for 3 months
Test EI
Test EI
No intervention
for 3 months
Test EI
Test EI
No intervention
for 3 months
Test EI
& comment
Watch public
YouTube videos
(a)
& comment
Test EI
& comment
Class 4
Test EI
Create own
YouTube videos
(a)
& comment
Watch peer
YouTube videos
(b)
& comment
Test EI
Watch peer
YouTube videos
(b)
& comment
SSEIT test administered 4 times
Feed-back questionnaires for informal comments after 3rd test &
comments on Voicethread
Info & templates for movie-making: www.nabubomi.co.za
Techonolgical
Pedagogical
Content
Knowledge
Social
exchange
theory
Possibility of using technological
intervention – Web 2.0 tools to foster EI
Education & psychology
3
tests (quantitative)
› No evident connection
 Feed-back
questionnaire (informal
qualitative) & Voicethread
› Some interesting findings
 Class 1 (control – no intervention)
Anger at being left out
EI tests: boring & meaningless
 Class 2 (watched public digital stories &
commented)
Movies made them aware of becoming more
appreciative
EI tests: became more positive by 2nd test
 Class 3 (watched public & peer digital stories
& commented)
Effects marred by poor editing skills but
generally positive
EI tests: became increasingly aware feelings of
self & others
 Class 4 (made own digital stories &
commented)
Huge emotional changes – positive
(moviemaking) & negative (groupwork)
EI tests: responded in a very deep way

Gen Y teenagers
› Web 2.0 tools
› Core values on peers

Digital story-telling & EI?
› SSEIT
› Feedback – questionnaire & Voicethread