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dc.contributor.authorPifarré Turmo, Manoli
dc.date.accessioned2019-03-26T11:43:44Z
dc.date.available2019-03-26T11:43:44Z
dc.date.issued2019-06-01
dc.identifier.issn1871-1871
dc.identifier.urihttp://hdl.handle.net/10459.1/66069
dc.description.abstractThis research expands our understanding on the role of interactive technologies to draw learners into a dialogic space capable to promote ways of thinking creatively together. Grounded on dialogic theory, the research examines and characterizes the emergence of co-creative processes in an interactive technology framework. To this end, this paper reports on an empirical study with secondary-school students who followed a technology-enhanced dialogic pedagogy that promotes co-creativity in real secondary-education classrooms. Qualitative methodology was used to document real-life multimodal interaction. The video data was processed in different phases to develop an analytical framework capable of identifying strings of episodes indicating typical facets of technology-enhanced co-creative processes. Results provided seven typical co-creative facets: 1) collective framing of the task; 2) overcoming technological challenges; 3) engagement in generating a shared pool of ideas; 4) developing intersubjectivity; 5) fusing ideas for a new perspective; 6) evaluation of ideas and 7) making ideas a reality. Furthermore, the findings show that each co-creative facet covers specific objectives in the co-creativity cycle and presents distinct features along three key dimensions: a) co-creative processes involved, b) typical discourse features and, c) dialogic use of specific technology affordances (e.g. visibility, interactivity, responsiveness, multimodal representation, provisional, stability, re-usability) for co-creating. Future educational implications to design a more effective technology-enhanced dialogic pedagogy that can connect learners to their creative potential are also discussed.
dc.description.sponsorshipThis research was funded by the Ministerio de Economía y Competitividad of the Spanish Government (project number: EDU2016-80258-R).
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relationMINECO/PN2013-2016/EDU2016-80258-R
dc.relation.isformatofVersió preprint del document publicat a: https://doi.org/10.1016/j.tsc.2019.01.004
dc.relation.ispartofThinking Skills and Creativity, 2019, vol. 32, p. 1-16
dc.rights(c) Elsevier, 2019
dc.subjectcollaborative learning processes
dc.subjectComputer Supported Collaborative Learning
dc.subjectInteractive technology
dc.subjectDialogic Education
dc.subjectSecondary Education
dc.subject.classificationAprenentatge cooperatiu
dc.subject.classificationEducació secundària
dc.subject.classificationEstratègies d'aprenentatge
dc.subject.classificationCreativitat
dc.subject.otherTeam learning approach in education
dc.subject.otherSecondary education
dc.subject.otherLearning strategies
dc.subject.otherCreativity
dc.titleUsing interactive technologies to promote a dialogic space for creating collaboratively: a study in secondary education
dc.typeinfo:eu-repo/semantics/article
dc.date.updated2019-03-26T11:43:44Z
dc.identifier.idgrec028432
dc.type.versioninfo:eu-repo/semantics/submittedVersion
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.identifier.doihttps://doi.org/10.1016/j.tsc.2019.01.004


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