Abstract:

Introduction
High trait EI is positively correlated with leadership abilities and autonomy. These are essential life-skills for adolescents who are constantly exposed to local and global peer pressure via their participation in Web 2.0 social networking activities. Given the widespread exposure to peer opinion and the role this has in gaining approbation, high EI, as tool to moderate this influence, is critical. Can teachers harness the same Web 2.0 to positively influence trait EI?

This study aims to investigate the impact of self-developed versus other-person-developed digital stories on emotional intelligence in learners, Durban, South Africa.

Methods
Four classes each of Grade 9’s and Grade 10’s have been recruited into the study. Experimental groups were exposed to a specific digital story influence including constructing their own, watching peer-created and public digital stories and using a blog to share their experiences. Non-experimental classes experienced no intervention. The SSEIT trait emotional intelligence test will be administered pretest, midway, post-test and one school term after the completion of the intervention, allowing longitudinal tracking of emotional intelligence test results.

Results
This paper will report on the findings showing the impact of the creation of digital story- telling, watching of peer and public digital stories on trait EI.

Conclusions
This study will indicate whether teachers are able to effectively use Web 2.0 tools to foster trait EI in the classroom.

Keywords:

Digital story-telling, high school learners, trait EI, web 2.0 tools, peer pressure.