When TPACK meets creativity
Quand le TPACK rencontre la créativité. When TPACK meets creativity
Résumé
Educational research needs to shed light on how teachers can effectively teach with technologies. In this light, TPACK (Technological Pedagogical Content Knowledge) has been introduced as a conceptual framework to identify the required knowledge base: teachers need to acquire knowledge of technology, content, pedagogy and the intersection of these. However, TPACK doesn’t lead automatically to a creative pedagogy: not in terms of the creative use of technologies, creativity as a student competency, nor the creation or development of creative learning activities. Therefore, we decided to conduct a cohort study of pre-service teachers at the teacher department of Nice University and to research the students’ TPACK knowledge base in relation to their perceptions and attitudes towards creativity.
Methodology
The TPACK framework as proposed by Mishra et Koehler (2006), is an internationally accepted framework to account for the primary forms of knowledge teachers need to integrate educational technology: content, pedagogy, and technologies. Despite its widespread acceptance, several versions of TPACK surveys are still in the process of construct validation (Sang, Tondeur, Chai & Dong, 2015). The present study is part of a greater study and centers on the measurement of TPACK’s technology-related or “T”-dimensions (TCK, TPK, TPCK et TK). A self-report instrument was used based on the version developed by Scherer, Tondeur and Siddiq (2017). The French language version was inspired on earlier research of TPACK conducted by Bachy (2014). In order to study 21ste century competences and attitudes, we used the #5c21 instrument created by Romero, Lille and Patino (2017). This paper seeks to add to the existing literature by investigating 1) the factorial structure of TPACK, 2) the factorial structure of the #5c21instrument, and 3) a possible relationship between the concepts of the instruments under study.
Results and discussion
When we wrote and prepared to submit this abstract, we were in the latest round of data collection. A partial analysis of the first data from both surveys show a factorial structure equivalent to studies previously carried out. The first results derived from the instrument measuring 21ste century competences and attitudes allow us to draw some provisional conclusions. Students tend to assess positively the following elements at the heart of creative pedagogy: curiosity, flexibility, tolerance towards ambiguities and acceptance of their own failures; they also acknowledge they insufficiently manage a competence like critical thinking or the skills required to enhance creative learning outcomes by their pupils. The final results will be discussed in the paper presented at the conference.
Conclusion
Scherer et al. (2017) encourage researchers to use their instrument in other settings and with other cohorts of pre- and in-service teachers. In this study, we researched the current technological knowledge base and 21ste century skills of pre-service teachers at the teacher department of Nice University. Our results will allow us to improve our research-based course in the field of ICT education. We envision them to prepare for their future career by adopting a reflexive approach towards the use of technologies and to create an environment that promotes creativity.
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