A Technology-Enhanced Pedagogical Framework to Promote Collaborative Creativity in Secondary Education

  • Manoli Pifarré
  • Laura Martí


This chapter proposes a technology-enhanced pedagogical framework for collaborative creativity and explores its effects in secondary education. The technology-enhanced pedagogical framework is built on sociocultural theory which conceptualizes creativity as a social activity based on intersubjectivity and dialogical interactions. Dialogue becomes an instrument for the development of collaborative creativity processes such as divergent and convergent thinking, distributed leadership, mutual engagement, or group reflection. Two real secondary classrooms followed the technology-enhanced pedagogical framework to solve collaboratively a social challenge and find a novel and valuable solution for a community. The role of technology in shaping collaborative creativity processes and students’ perception about what specific collaborative and creative processes emerged during the project was explored in these two case studies. Findings showed that the technology-enhanced pedagogical framework scaffolded the development of key divergent processes as, for instance, idea generation and new ways of thinking. Besides, students reported the emergence of convergent processes such as selection and combination of ideas, and they learned new ways of conveying and communicating ideas. Finally, students highlighted the development of key learning to learn processes related mostly to group reflection and mutual engagement.


Creativity Collaboration Project-based learning Technology Secondary education 



This research was funded by the Ministerio de Economía y Competitividad of the Spanish Government (projects number: EDU2012-32415 and EDU2016-80258-R).
Annex 14.1

Students’ perception about the collaborative and creative processes developed during the project and examples



Divergent thinking

Generate new ideas

This project has helped me to think new ideas. Every group member has proposed an idea. I have learnt to have more creative ideas and more elaborated

New ways of thinking

We have thought a lot, and this has been helpful


The groupmates’ ideas help me to think

Share and acquire new information

The new ideas came up listening to my groupmates. The ideas came up observing things and pictures of different web sites

Convergent thinking

Define the challenge

The wall is dark and we need bright colors

Select and combine ideas

Considering the other groupmates’ new ideas and my ideas, we came up with a more original idea

Externalize and communicate the idea

Our solution is interactive and this will involve other people



Distributed leadership

Establish ground rules

We have learnt to establish and agree group rules. We have learnt to respect mates’ opinions

Management the task

We have divided the tasks and organized really well

Distributed responsibilities and roles

Everybody has to be responsible to bring the elements we have agreed. Everybody has to do a task and be involved in the project

Mutual engagement

Joint attention

Everybody has to work

Shared opinion

We have discussed all proposed ideas

Explicit support

We have helped each other and this has made our work more original

Reflect on the process

All the members of the group have collaborated really well

Group reflection

Reflect on the progress

We have learnt to evaluate our process and I did like it because then we were aware about what we have done wrong and how to mend it

Reflect on the strategies

We have learnt ways to discuss and combine efficiently our different ideas


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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Psychology DepartmentUniversitat de LleidaLleidaSpain

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