How wearables, AR, and VR help students develop SEL skills (part 1)

How wearables, AR, and VR help students develop SEL skills (part 1)

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In her post, “Now is the Time to Redefine Readiness,” my colleague Katherine Prince detailed how the world of work is changing, creating an urgent need to redefine what it means to be ready, and proposed a new foundation for readiness that prioritizes:

  • Deep self-knowledge will help people develop visions for our lives and continue to discover their own personal and professional strengths, weaknesses, passions, and emotional patterns.
  • Individual awareness will help people recognize and regulate our emotions; understand the triggers that spark them; and shift to more desired, productive emotional states when needed.
  • Social awareness will help people recognize others’ emotions and perspectives, enabling us to build relationships in support of learning, collaboration, and innovation and foster inclusive work environments.

The exponential advances of digital technologies are one of the main drivers of change reshaping work and creating the need to redefine readiness, but they may also help educators support young people’s development of key future readiness skills. Three digital technologies in particular–wearables, augmented reality (AR), and virtual reality (VR)–show great promise in helping to cultivate social-emotional skills such as those in the new foundation for readiness:

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