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ERIC Number: ED562181
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 8
Abstractor: As Provided
Reference Count: 13
Technology-Enhanced Pedagogical Framework for Collaborative Creativity: Analyses of Students' Perception
Pifarré, Manoli; Martí, Laura; Cujba, Andreea
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)
This paper explores the effects of a technology-enhanced pedagogical framework on collaborative creativity processes. The pedagogical framework is built on socio-cultural theory which conceptualizes creativity as a social activity based on intersubjectivity and dialogical interactions. Dialogue becomes an instrument for collaborative creativity processes development, and processes as: distributed leadership, mutual engagement, peer assessment or group reflection become triggering processes of collaborative creativity expression. Two cases studies were conducted in which two secondary classrooms followed a creative project. We explored the role of technology in shaping collaborative creativity processes and we unpacked students' perception about the collaborative and creative processes developed during the educative project. Our preliminary findings showed that the technology-enhanced pedagogical framework scaffolded the development of collaborative creativity processes. Students reported key divergent and convergent process to solve the social and group challenge. And students highlighted key learning to learn processes related mostly with group reflection and mutual engagement. [For the full proceedings see ED562093.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A