Las TIC en el aprendizaje según los profesores

The importance of creativity for education and its benefits for learning has been demonstrated in a wide array of academic literature. Teachers are widely recognised as the spark which can kindle or inhibit learners' creative potential. Moreover, it has been discussed that ICT can support creativity and contribute to a creative learning environment (Loveless, 2002). Despite, the significant role of teachers in fostering creativity and innovation in education, little empirical data has been collected about teachers' perceptions and practice on creativity and hardly any on ICT creative use, with the exception of some works (Beghetto, 2007; Davies, 2006; Fisher, Higgins, & Loveless, 2006; Fryer & Collings, 1991; Kampylis, Berki, & Saariluoma, 2009). This work explores the role of ICT as a driver in developing a creative and innovative school environment in the context of Spain. It will do so by discussing the data collected from a teachers' online survey. The major questions guiding this work were how is ICT used in schools by teachers and whether it is used to foster creativity. This data has been collected through an anonymous

CACHIA Romina;  FERRARI Anusca; 

2013-03-21

Fundación Orange

JRC63724

2174-3908,   

https://publications.jrc.ec.europa.eu/repository/handle/JRC63724,