1. 1 ICEAC Validation workshop, Seville, 1-2 June 20101 Creativity in European Schools: A survey with teachers Romina Cachia & Anusca Ferrari Joint Research Centre (JRC) Institute for Prospective Technological Studies The European Commission’s Research-Based Policy Support Organisation

2. 2 ICEAC Validation workshop, Seville, 1-2 June 20102 Research Questions

3. 3 ICEAC Validation workshop, Seville, 1-2 June 20103 How is ICT used in European schools? Is it used to foster creativity?

4. 4 ICEAC Validation workshop, Seville, 1-2 June 20104 ICT can be used to enhance creativity and can improve teaching The vast majority of European teachers (85%) claim that technology has improved their teaching. Majority of these teachers have been teaching over 10 years. An impressive high agreement (91%) amongst teachers that ICT can be used to enhance creativity.

5. 5 ICEAC Validation workshop, Seville, 1-2 June 20105 How do you European teachers use ICT for teaching and learning?

6. 6 ICEAC Validation workshop, Seville, 1-2 June 20106 Internet has become an important source of information Teachers in Denmark (74%) & Romania (73%) were the most likely to let their students use a wide range of technologies to learn As opposed to Finland (29%) & Estonia (32%) Teachers in Portugal & Cyprus (both 96%) are more likely to use ICT to access information … Substantial difference by Finland (53%)

7. 7 ICEAC Validation workshop, Seville, 1-2 June 20107 Which technologies do teachers believe to be important for learning?

8. 8 ICEAC Validation workshop, Seville, 1-2 June 20108 Conventional ICT predominates but importance of new technologies start to be recognised

9. 9 ICEAC Validation workshop, Seville, 1-2 June 20109 Technologies important for learning per country High AgreementLeast Agreement Conventional ICTMalta (98%)Austria (68%), Bulgaria (97%)Finland (74%) Music/photo/video/slide sharing sites Netherlands (88%)Finland (43%) United Kingdom (80%)Sweden (54%) BlogsPortugal (84%)Finland (22%) Spain (76%)Latvia (30%) SNSDenmark (69%)Finland (28%) Bulgaria (65%)Northern Ireland (28%) PodcastsPortugal (69%)Finland (13%) Denmark (68%)Latvia (20%)

10. 10 ICEAC Validation workshop, Seville, 1-2 June 201010 Technologies important for learning per country High AgreementLeast Agreement Conventional ICTMalta (98%)Austria (68%), Bulgaria (97%)Finland (74%) Music/photo/video/slide sharing sites Netherlands (88%)Finland (43%) United Kingdom (80%)Sweden (54%) BlogsPortugal (84%)Finland (22%) Spain (76%)Latvia (30%) SNSDenmark (69%)Finland (28%) Bulgaria (65%)Northern Ireland (28%) PodcastsPortugal (69%)Finland (13%) Denmark (68%)Latvia (20%)

11. 11 ICEAC Validation workshop, Seville, 1-2 June 201011 Technologies important for learning / years of experience

12. 12 ICEAC Validation workshop, Seville, 1-2 June 201012 Scepticism in relation to the benefits of mobile phone More than half of European teachers (54%) disagree that mobile phones could be important for learning. This contrasts heavily with a recent study conducted with teens (13-19 year olds). 66% claimed to want mobile phones which present opportunities to be educated anywhere in the world (Harris Interactive, 2008)

13. 13 ICEAC Validation workshop, Seville, 1-2 June 201013 Digital games for education Less than half of the respondents (47%) agree that digital games are important for learning and only 17% of the respondents use them as resources in their teaching. Primary teachers use digital games as a teaching resource much more than secondary school In UK (44%) and Denmark (31%), teachers were among the most likely to use digital games in their teaching, as opposed to France (6%) and Czech Republic (7%). Age and length of teaching also seem to be important variables: - under 25 years of age are the highest users of digital games - those who have been teaching for less than a year

14. 14 ICEAC Validation workshop, Seville, 1-2 June 201014 What kind of context and support are necessary for teachers to foster creativity in their students?

15. 15 ICEAC Validation workshop, Seville, 1-2 June 201015 Training enables better understanding of creativity Most teachers have received teacher training Only 23% of respondents deem to have learnt how to teach during initial teacher training Positive correlation between teachers who have received training and their opinions and practices of creativity training.

16. 16 ICEAC Validation workshop, Seville, 1-2 June 201016 More resources needed Above half of the teachers lament a lack of resources (57%) School needs more financial support Respondents are also asking for more technical support (78%). A large number of respondents (59%) maintain to have found relevant support and examples to combine Information Communication Technology (ICT) and creativity through contact with other teachers/colleagues.

17. 17 ICEAC Validation workshop, Seville, 1-2 June 201017 Preliminary conclusions

18. 18 ICEAC Validation workshop, Seville, 1-2 June 201018 Understanding of creativity Teachers believe that everyone can be creative but are less convinced on statement related that creative is not restricted to art Teachers' opinions on creativity in education are much stronger than their practices. Teachers seems to be more convinced on the link between: - originally and creativity - than on creativity and value -> entrepreneurial skills. Assessment is still summative and does not allow space for creativity

19. 19 ICEAC Validation workshop, Seville, 1-2 June 201019 While a high proportion of European teachers understand the potential of technology for teaching, the potential of Web2.0 technologies for learning remains untapped Need for more formal and informal online resources which could enable teachers in their work -> increasing importance of online learning environments and platforms, such as eTwinning in teachers' lifelong learning. Need of various kinds of assistance to teachers when it comes to new technology. ICT for Creative Learning

20. 20 ICEAC Validation workshop, Seville, 1-2 June 201020 Teacher training on creativity makes a difference in teachers' claims on creativity and their practices. Training is needed focusing on: - eradicating recurrent myths about creativity - enable teachers to equip young generations with new skills - new technologies - guide teachers on how to reflect & discern which activities which take place in the classroom are more likely to encourage creativity. Training & New Skills

21. 21 ICEAC Validation workshop, Seville, 1-2 June 201021 Questions? Thank you for your attention romina.cachia@ec.europa.eu