Encouraging the creativity of Primary School students through the pedagogical use of Land Art & IV
The general purpose of this research is to investigate the effect of ICT, and more specifically Interactive Videoconferencing, in encouraging the creativity of Primary School students, while utilizing Land Art. Therefore, the main exploratory question to be tested in the present study is: In what ways do ICTs influence the encouragement of creativity?How do Land Art relate to ICT? What are the opinions of the participating teachers regarding the utilization of Land Art?
Regional
Greece
{Empty}
Mainly rural
It refers to other types of transformations (soft investment)
No
No
Yes
As individual(s) in partnership with organisation(s)
First name: Alexia Last name: Spanoudaki Gender: Female Please describe the type of organization(s) you work in partnership with: Laboratory of Advanced Learning Technologies in Lifelong and Distance Education, University of Crete, Rethymnon Nationality: Greece Function: University of Crete, PhD Student Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Kissamos of Chania Town: Kissamos Postal code: 73400 Country: Greece Direct Tel:+30 697 653 5969 E-mail:alexiaspan@hotmail.com
The purpose of this thesis is to investigate the enhancement of creativity through Information&Communication Technologies (ICT) in primary school students.In addition,it was investigated whether the physical environment (Land Art) can be connected to the online environment (ICT), as well as the opinions of the participating teachers regarding the utilization of Land Art.49 students attending the 5th Grade of two Primary Schools in Crete (Chania Prefecture, Rethymnon Prefecture) participated in this research,as well as four teachers.The above students were administered the Torrance Test of Creative Thinking-Figural Form, both before (Form A) and after (Form B) the interactive teleconferences. In addition,the EXANTE and Psychological Climate questionnaires (before) were administered before the start of the interactive teleconferences. At the end of the 1st teleconference the ONGOING 1 questionnaire was completed,after the 2nd teleconference the ONGOING 2 questionnaire was completed,after the end of the 3rd teleconference the ONGOING 3 questionnaire was completed and, at the end of the 4th teleconference the ONGOING 4,EXPOST,Psychological questionnaires were completed Climate (after).The implementation of the interactive teleconferences was carried out based on the "ODYSSEA" methodology and at the end of the teleconferences the interviews were taken from the participating teachers.The general topic that the partner schools dealt with was "Odysseus in the Land of the Internet" and more specifically, the subgroups explored the following subsections:a)cyberbullying, b)online cheating,c)internet addiction,d)seduction on the Internet.It is necessary to mention that during the 3rd teleconference,the students created an educational scenario per group,which was related to their sub-theme and by the 4th teleconference they 'gave it to life' through Land Art and Bookcreator.From the results of this research, there is a positive change in the students' creativity levels.
Creativity
Interactive Videoconferencing
Land Art
ICT
Program of Interactive Teleconferences "ODYSSEAS"
Land Art is a general term that includes art referred to: Earthworks, Earth Art, Ecological Art, Nature Art and ecological intervention, a hybrid of ecology and invention (Kastner & Wallis, 1998). In it, the earth itself, nature, is used as a morphoplastic material.The artist creates within it with the elements it provides him - soil, stone, water, etc. - and his work is presented as an experiential contact with the earth in time and in time. It is an artistic movement, in which landscape and art are connected, and the artwork is not simply placed in nature, but drawn from it (Kayacilar & Karaca, 2020).Land Art can be made by anyone, combining materials found in nature such as leaves, fir cones, branches, pebbles, stones, sand and shells (Andrews, 2006; Adams & Chisholm, 1999). This artistic movement was born on the one hand as a reaction of artists against the commercialization of art, and on the other as a record of ecological consciousness through a spirit of communication and contact with nature.
This action was applied to primary school students, aged 11. Through Land Art and the combination with ICT it was sought to cultivate their creativity, which was measured before and after implementation. In addition to the benefits to the students, the participating teachers benefited, as they came into contact with the ODYSSEAS program, they came into contact with Land Art and by extension with art, which contributed, in addition to their environmental awareness, to the contact with aesthetics. This initiative could be applied to a larger set of teachers and learners.
The above action had Creativity, Land Art and Interactive Teleconferencing as central axes. Land Art can be made by anyone, combining materials found in nature such as leaves, fir cones, branches, pebbles, stones, sand and shells (Andrews, 2006; Adams & Chisholm, 1999). Interactive Videoconferencing (IVC) allows learners and instructors located in two or more remote locations not only to communicate by exchanging views or sharing data with each other, but to actively participate in a dynamic interaction environment, the main feature of which is the collaborative building knowledge remotely in real time (Anastasiades, 2009). For a successful teleconference, the right choice and seamless operation of the technological and network infrastructure is a particularly important factor. More specifically, the technical means used are: 1 computer, 1 ADSL line, 1 video conference camera. The ODYSSEAS program has been taking place for the last 20 years, drawing attention to the collaborative construction of knowledge and the cultivation of critical social and technological skills with the aim of preparing tomorrow's citizens for their critical integration into the Knowledge Society (Karvounis, 2018).
The results of the present application utilize the educational experience with methodological approaches aimed at the all-round development of students. At the same time, suggestions are made for future applications and extensions to achieve the learning community for the wider educational community. In fact, the said thesis, through its results, offers substantial help in developing a way and in the pedagogical utilization of an open mathematical teaching environment for the enrichment, highlighting and sharing of knowledge. It is a context of increased creativity, and a teaching environment in which the use of Land Art is noted. In this way, in the long term, conditions can be created for the pedagogical inclusion of the above elements in the everyday life of modern school units, in the context of the educational and teaching process being followed.
The initiative was implemented within the framework of a doctoral thesis, within school units.
The implementation of the teleconferences included a specific topic and specific activities and was carried out according to the methodological framework proposed by Anastasiades (Anastasiades, 2003; 2007; 2009) regarding the Interactive Teleconference. Specific methodological approaches and educational material were utilized (Karagianni & Anastasiadis, 2009) and the scenario creation methodology was utilized in the educational process (Siakas, 2008).A number of educational activities were carried out which were based on the construction, the collaborative approach, the Project method and the use of the computer with specific tools-software, such as the creation of conceptual maps, text processing, presentations, digital storytelling.The program has as a general purpose, with the help of ICT, the students to be inspired, sensitized and mobilized, in order to: (a) discover and collaboratively build knowledge based on real life situations, (b) ) to develop critical social skills(e.g. oral expression, presentation, problem solving, conflict management, negotiation, diplomatic advocacy, taking initiative, managing and organizing teams, collective action, cooperation, ability to work with people from different cultures and nationalities, familiarity with multicultural environments, Critical Thinking). The general topic that was chosen, so that the students of the two cooperating schools could get involved and work, was entitled: "Odysseus in the Land of the Internet".
The present study may contribute a)to the enrichment of theoretical knowledge regarding creativity, with the aim of its optimal utilization in the teaching practice, b)to the modification of teaching methods by creatively incorporating ICT and Land Art, which will strengthen the creative students' thinking. Also, it will help to highlight ways in which an open student-centered teaching environment for building knowledge, a creative framework and an environment where Land Art is utilized can be used pedagogically, so that in the long term, conditions will be created for their pedagogical inclusion in everyday school life.The "ODYSSEAS" program is an innovative teaching approach, which in combination with Land Art can contribute to the perception of the modern school, towards a creative education, having flexible creative learning and innovative teaching as the main components.
Although creativity is a complex and difficult concept to define, it remains at the heart of children's and adults' learning (Yates & Twigg, 2017). Creativity is more than pure imagination. It is the ability to produce new, original and useful ideas on a continuous basis (Magnisalis, 1987), an action, an energy, a push forward. The fact is that all children can think creatively, as long as they are in the right environment and practice creative problem situations, with the support of the teacher. According to the research of Kauffman and Sternberg (2006), the concept of creativity can be understood differently by people living in different countries, continents or even environments. For example, in Scandinavia, creativity is valued as something personal, concerning everyone individually. In contrast, in Germany, the term creativity mostly describes the process of solving problems and finding a solution. On the other hand, in 27 out of 28 African languages (with the exception of Arabic) there is no word expressing the concept of creativity. It would be of great interest to extend the research to other countries to see evidence about creativity (e.g. what is considered creative and what is not in a country), how much Land Art contributes to enhancing it, as well as ICT and more specifically the methodology of the ODYSSEAS program.
The initial design of the present research as well as the implementation of the specific methodological course was formed based on the following data:
• The increasing use of Advanced Learning Technologies of synchronous and asynchronous transmission in the educational process (Anastasiadis, 2007),
• The search for knowledge and experience in the field of the educational use of teleconferencing (Anastasiadis, 200b) and,
• The particular research interests of the researcher.
In order to achieve the objectives of the research, a detailed and multifaceted methodological process was required, which was completed through specific methodological stages.
In the era of globalization characterized by the interconnection and interdependence of economic, political, social and educational systems, modern educational challenges of an 'ecosystem' nature are emerging that are reflected in the school education of the countries of the western world and in particular in the Greek public school. The mission of 21st century education is defined by the vision of global citizenship, while at the same time receiving influences such as multicultural classrooms, violence and school bullying, digital school, learning communities-mobility and 21st century skills, while highlighting the challenges arising at the educational policy level in terms of revising and reforming both curricula and educational practices as well as redefining the role of the teacher and the modern public school in the 21st century. This specific initiative, taking into account all the above, focuses on creativity, a necessary resource for the citizen of the 21st century.
This specific initiative is part of the applicant's doctoral thesis. The data has been collected and analyzed and is in the final stage for support. According to the results of the research supported in the context of this doctoral thesis, there is a positive change in the students' creativity levels following the use of ICT in the teaching process. the use of ICT in education covers the basic educational objectives, as these were highlighted and analyzed by Kostakis (2014). For this reason, in the context of the educational process, techniques must be applied, which will be considered helpful to the students, so that they are able to plan, create, assume and imagine. At this point, it is pointed out that it means the increase of both the above-mentioned elements of creativity, as well as the overall score formed by the overall Creativity Index, which was used as a second evaluation tool of creativity. In conclusion, the use of ICT in education can enhance students' creativity, but this happens when it is followed by the correct critical thinking and evaluation of teachers regarding when and to what extent it is appropriate to do it. It is about critical thinking and evaluation that must clearly be based on the particular characteristics and learning needs of the children who make up each school class.Between the 3rd and 4th teleconference, the groups of each class, always encouraged by their teachers and the researcher, used Land Art to create their deliverables, that is, to actually complete their script, through the digital storytelling tool Bookcreator. In this way, the students managed to connect the physical environment, i.e. ephemeral Land Art works, with the online environment, which was the aforementioned tool.
