By Jen Curtis, EdSurge
While many of the present educators seemed to embrace blended learning as not only inevitable but necessary, an anxiety around technology—and a nagging suspicion that something is missing from the conversation—made itself known. For many in attendance, social-emotional learning (SEL), or students ability to recognize and manage emotions and build healthy relationships, seemed to be that missing piece. Throughout the conference, panelists and attendants spoke of the importance of “whole child” education and the need for schools to prioritize developing SEL skills. But while SEL skills were touted as critical to student success, the focus on academics—and quality digital resources—remained central. It raised the question: how exactly should schools balance blended and social-emotional learning in the 21st century classroom?
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