10 SES 07 A, Professional Identity & Teacher Identity: Learning outside, in school, at home
In Australia, as in Europe, the transformation of education to address the new skill sets required to address the critical social, environmental and economic crises is a key dimension of government policies. Creativity, criticality, innovation, ICT and digital media skills, together with entrepreneurship continue to be among the most lauded concepts across global educational systems, with creativity considered to be a key 21st century skill (Csikszentmihalyi, 2006; Trilling & Fadel, 2009; Neergaard et al, 2012; Tangaard, 2014). While the foregrounding of creativity, imagination and problem solving, critical thinking and digital literacies within curriculum is pervasive throughout world education economies, knowledge of the relationships between learning and creativity is rarely made explicit (Tanggaard, 2011). Educational research has previously foregrounded the relationship between teaching and creativity, with learning often remaining a secondary concept (Torrance, 1972; Hennessey & Amabile, 1987; Fasko, 2000-2001). If creative teaching and learning are to occur, it is essential that teachers are clear on what creativity means to them and also which teaching practices support and encourage creativity in their classrooms (Cheung, 2012). Studies in the European context argue further that an understanding of both “barriers and enablers for creativity and innovation” in education are essential in order to foster creative learning and innovative teaching through curriculum design, pedagogy and assessment and ICT (Bocconi et al. 2012).Several scholars have noted that studies aimed at informing theorising, policy development and teacher professional learning to encourage creative teaching and learning practices within schools are relatively underdeveloped (Tangaard, L. 2014; Bocconi et al. 2012; Cachia et.al, 2010, Peters, 2010). Further understanding of the ways in which ICT might contribute to the creative affordances of learning and promote collaborative, creative and critical teaching and learning are required; this aim is one of the potential contributions of the Creative, Critical, Digital researchproject conducted in Melbourne.
In Australia, national and state curriculum documents (ACARA, 2012; VCAA, 2015) position all teachers as teachers of literacy, creative and critical thinking and information and ICT and digital literacies with teachers required to concurrently address and assess learning in these areas. The Creative Critical Digital research project focuses on teachers’, students’ and parents’ understandings and practices of ICT and creative and critical thinking as they intersect with literacy learning; and how literacy teaching practices integrate creative and critical thinking with ICT and home–school connections. The aim of this study was to investigate how literacy learning opportunities that integrate ICT, creativity and critical thinking are understood and practiced in and out of school. This school-based research used a mixed methods design that enabled insights to be gained from quantitative and qualitative data, including surveys and case studies. It explored the experiences of middle years (Years 5–10) teachers from nine primary and secondary Catholic schools during 2014/15. The following key research question drove the investigation: How are literacy teaching and learning opportunities that integrate ICT, creativity and critical thinking understood and practised in and out of school?
Specifically, in this presentation we address the following research questions:
- What are teachers’, students’ and parents’ understandings of ICT, creativity and critical thinking in literacy learning?
- What are teachers’, students’ and parents’ ICT practices in literacy learning?
We document and analyse a collaboration between university and school based teacher researchers’ efforts to develop pedagogies synergising creative and critical thinking, through use of digital literacies across home and school learning sites and present key findings from the research relating to teachers’, students’ and parents’ understandings, practices and experiences of integrating creativity, critical thinking and ICT in literacy across home and school learning.
Bocconi, S., Kampylis, P. G. and Punie, Y. (2012) Innovating Learning: Key Elements for Developing Creative Classrooms in Europe, European Commission Joint Research Centre, European Union, Luxembourg. Cachia, R., Ferrari, A, Ala Mukta, K. and Punie, Y. (2010) Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in the EU Member States, Joint Research Centre, European Commission. Cheung, R.H.P. (2012) Teaching for Creativity: examining the beliefs of early childhood teachers and their influence on teaching practices, Australasian Journal of Early Childhood, 37(3), 43-51. Csikszentmihalyi, M. (2006) Foreword: Developing Creativity, in N. Jackson, M. Oliver, M. Shaw & J. Wisdom (Eds) Developing Creativity in Higher Education: an imaginative curriculum, pp. xviii-xx. London: Routledge. Fasko, D.Jr. (2000-01) Education and Creativity, Creativity Research Journal, 13(3-4), 317-327. Hennessey, B.A. & Amabile, T.M. (1987) Creativity and Learning. Washington, DC: NEA Professional Library. Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112–133. Peters, M. A. (2010) Three Forms of the Knowledge Economy: learning, creativity and openness, British Journal of Educational Studies, 58(1), 67-88. Tanggaard, L. (2011) Stories about Creative Teaching and Productive Learning, European Journal of Teacher Education. 34(2), 217-230. Torrance, E.P. (1972) Can we Teach Children to Think Creatively? Journal of Creative Behaviour, 6, 114-143. Tangaard, L. 2014, ‘A Situated Model of Creative Learning’ European Educational Research Journal, 13 (1), 107 – 116.
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