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Educational Technologies, Social and Emotional Learning and School Inclusion: Challenges and Opportunities

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Social Justice, Media and Technology in Teacher Education (ATEE 2021)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1649))

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Abstract

The paper explores the connections between social emotional learning and the use of technologies for inclusion while also providing an assessment model for the quality of social and emotional technologies.

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Notes

  1. 1.

    https://learn.eduopen.org/eduopenv2/course_details.php?courseid=393.

  2. 2.

    www.positivepenguins.com; www.gostrengths.com; https://education.minecraft.net/en-us.

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Author information

Authors and Affiliations

  1. Department of Philosophy, Social and Human Sciences and Education, University of Perugia, Piazza Ermini 1, 06123, Perugia, Italy

    Alessia Signorelli

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  1. Alessia Signorelli
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Correspondence to Alessia Signorelli .

Editor information

Editors and Affiliations

  1. University of Florence, Florence, Italy

    Maria Ranieri

  2. University of Cagliari, Cagliari, Italy

    Marta Pellegrini

  3. University of Florence, Florence, Italy

    Laura Menichetti

  4. University of Florence, Florence, Italy

    Alice Roffi

  5. University of Florence, Florence, Italy

    Damiana Luzzi

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Signorelli, A. (2022). Educational Technologies, Social and Emotional Learning and School Inclusion: Challenges and Opportunities. In: Ranieri, M., Pellegrini, M., Menichetti, L., Roffi, A., Luzzi, D. (eds) Social Justice, Media and Technology in Teacher Education. ATEE 2021. Communications in Computer and Information Science, vol 1649. Springer, Cham. https://doi.org/10.1007/978-3-031-20777-8_19

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  • DOI: https://doi.org/10.1007/978-3-031-20777-8_19

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-20776-1

  • Online ISBN: 978-3-031-20777-8

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