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A Technology-Enhanced Pedagogical Framework to Promote Collaborative Creativity in Secondary Education

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Digital Technologies: Sustainable Innovations for Improving Teaching and Learning

Abstract

This chapter proposes a technology-enhanced pedagogical framework for collaborative creativity and explores its effects in secondary education. The technology-enhanced pedagogical framework is built on sociocultural theory which conceptualizes creativity as a social activity based on intersubjectivity and dialogical interactions. Dialogue becomes an instrument for the development of collaborative creativity processes such as divergent and convergent thinking, distributed leadership, mutual engagement, or group reflection. Two real secondary classrooms followed the technology-enhanced pedagogical framework to solve collaboratively a social challenge and find a novel and valuable solution for a community. The role of technology in shaping collaborative creativity processes and students’ perception about what specific collaborative and creative processes emerged during the project was explored in these two case studies. Findings showed that the technology-enhanced pedagogical framework scaffolded the development of key divergent processes as, for instance, idea generation and new ways of thinking. Besides, students reported the emergence of convergent processes such as selection and combination of ideas, and they learned new ways of conveying and communicating ideas. Finally, students highlighted the development of key learning to learn processes related mostly to group reflection and mutual engagement.

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Acknowledgments

This research was funded by the Ministerio de Economía y Competitividad of the Spanish Government (projects number: EDU2012-32415 and EDU2016-80258-R).

Annex 14.1 Students’ perception about the collaborative and creative processes developed during the project and examples
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Authors and Affiliations

  1. Psychology Department, Universitat de Lleida, Lleida, Spain

    Manoli Pifarré & Laura Martí

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  1. Manoli Pifarré
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  2. Laura Martí
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Correspondence to Manoli Pifarré .

Editor information

Editors and Affiliations

  1. Department of Digital Systems, University of Piraeus, Piraeus, Greece

    Demetrios Sampson

  2. Learning, Design and Technology, University of Mannheim, Mannheim, Baden-Württemberg, Germany

    Dirk Ifenthaler

  3. Department of Learning Technologies, University of North Texas, Denton, Texas, USA

    J. Michael Spector

  4. Institute for Teaching & Learning Innovation (ITaLI), The University of Queensland, St. Lucia, Queensland, Australia

    Pedro Isaías

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Pifarré, M., Martí, L. (2018). A Technology-Enhanced Pedagogical Framework to Promote Collaborative Creativity in Secondary Education. In: Sampson, D., Ifenthaler, D., Spector, J., Isaías, P. (eds) Digital Technologies: Sustainable Innovations for Improving Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-73417-0_14

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  • DOI: https://doi.org/10.1007/978-3-319-73417-0_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73416-3

  • Online ISBN: 978-3-319-73417-0

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