The Development of Creative Thinking through Six Thinking Hats and Web 2.0 Technologies

Alexiou, Aikaterini; Mysirlaki, Sofia; Souki, Aikaterini-Maria; Koroneou, Lydia; Geomelou, Adamantia; Chatziiliou, Aggeliki; Paraskeva, Fotini

doi:10.18848/2327-0144/cgp/v22i02/49161

Cited by 3 publications

(4 citation statements)

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“…The literature shows that Six Thinking Hats have been used for various purposes in education such as improving language skills (Bezir & Baran, 2014;Orhan et al, 2012), creative thinking, empathy, cooperation, and collaboration skills of learners (Alexiou et al, 2015;Cioffi, 2017;Geissler et al, 2012), and assessing the quality of teacher training programs (Erişen & Katmer-Bayraklı, 2016), and these studies reported positive results for the use of the technique. However, no study has adopted the technique to raise intercultural awareness in language classrooms.…”

Section: Intercultural Awarenessmentioning

confidence: 99%

Using six thinking hats to raise intercultural awareness: A pre-experimental study

Gürsoy

Özcan²

2022

PortaLin

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Due to the increased mobility of the world population driven by technology, people in today's world are interacting more than ever. Globalization reveals the need for intercultural awareness. Therefore, this study aims to raise the intercultural awareness of EFL learners, aged between 12 and 13 through the use of Six Thinking Hats model with several modifications and presents an alternative way for the original model proposed by Edward De Bono. A purposive sampling method was used to select participants assumed to have less intercultural awareness as a result of the pretest. For close and immerse observation, one group pretest-posttest design was preferred. To track the differences and similarities that occurred in the behaviors of participants during the treatment; qualitative data were collected and analyzed with the use of the constant comparison method. The findings suggested that the modified version of Six Thinking Hats model showed effects on participants’ attitudes. Participants' approach to culture-based issues switches from personal judgments to questioning and understanding.

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Section: Intercultural Awarenessmentioning

confidence: 99%

Using six thinking hats to raise intercultural awareness: A pre-experimental study

Gürsoy

Özcan²

2022

PortaLin

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“…In some cases, social media provided a medium for communication, but not a medium for sharing the product created by students (e.g., Garcia-Garcia et al, 2017). In other cases, social media offered learners a space to communicate, collaborate, create, and share their work (e.g., Paraskeva et al, 2015). In another instance, the social media application was also used only as a medium for sharing students' work, and not allowing the possibility to communicate or collaborate using the features of the social media (e.g., Sari et al, 2020).…”

Section: Individual Using the Social Mediamentioning

confidence: 99%

“…In-service teachers in a graduate-level course designed their lesson plans and developed their course material using wikis (Chen et al, 2015). In another study, pre-service teachers created different products (e.g., concept maps and presentations) using wikis in order to discuss internet safety (Paraskeva et al, 2015). Facebook was used by middle school students to write poems (Widodo et al, 2016).…”

Section: What Students Did With Social Mediamentioning

confidence: 99%

“…Google+ (e.g., Garcia-Garcia et al, 2017), wikis (e.g., Chen et al, 2015;Paraskeva et al, 2015), Mindomo and Cubie (e.g., Chang, 2019), andFacebook (e.g., Widodo et al, 2016) allowed students to virtually collaborate in order to achieve a shared goal. While collaborating, students are able to learn with each other and enrich their production with different perspectives.…”

Section: What Students Did With Social Mediamentioning

confidence: 99%

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Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

Vilarinho-Pereira

Koehler

Fleith

2021

Creativity. Theories – Research - Applications

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Social media have been increasingly used by youth to communicate with peers, access information, share creations, and express themselves. As a result, educators and researchers have recognized the potential for using social media to enhance teaching and learning experiences. Some scholars have also identified a relationship between social media integration and promoting student creativity. However, as with any educational technology, using a tool, such as social media, does not automatically increase creativity. In other words, the specific methods used to integrate social media as part of a learning experience affect the tool’s influence on the learning process. Therefore, the purpose of this study was to review literature considering the use of social media in formal learning environments and examine their relationship with enhancing student creativity. We conducted a search to locate empirical studies (qualitative, quantitative, or mixed method) published between 2010 and 2020 from the Academic Search Premier, Education Full Text, Education Source, ERIC, and PsychINFO databases. In the results, we describe how social media were used for instructional purposes in the selected studies and discuss the social media affordances that lead to fostering students’ creativity. Additionally, we provide recommendations for educators interested in integrating social media into their teaching practice, specifically to boost student creativity, and we offer suggestions for future research.

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Effects of educational technology intervention on creative thinking in educational settings: a meta-analysis

Zaremohzzabieh,

Ahrari,

Abdullah

et al. 2024

ITSE

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Purpose This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings. Design/methodology/approach This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration). Findings No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious. Originality/value Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

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The Development of Creative Thinking through Six Thinking Hats and Web 2.0 Technologies

Cited by 3 publications

References 0 publications

Using six thinking hats to raise intercultural awareness: A pre-experimental study

Using six thinking hats to raise intercultural awareness: A pre-experimental study

Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

Effects of educational technology intervention on creative thinking in educational settings: a meta-analysis

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