Integrating technology, literacy and arts for the promotion of collaborative creativity
One of the objectives of our VISCI research project is to investigate the application of digital technology and collaborative tools in the sociocultural settings of the school. In realizing this objective, we have conducted a case-study in a primary school located in Helsinki district. In the study, we provided the students with one-to-one laptops with 24-hours wireless internet access to be used at school and home while the children work on a school musical. The students were also introduced to a collaborative writing tool (viscipad.hiit.fi) which supported the students’ collaborative creation of their musical.
In our study, we are particularly interested to examine how technology embedded in the sociocultural setting of the school and the classroom community is able to promote collaborative learning and creative writing, and also how this new technology and the specific tool, VisciPad, mediates students’ collaboration, and the social practices of the school, such as, the school culture. In addition, we have focused on investigating students’ experiences and perceptions of using the laptops and VisciPad in and for their collaborative work and beyond.
20 students from 5th and 6th grade classroom communities participated in the study. The students were provided with personal mini-laptops for three months in the spring term 2011. Even though almost all the students had proficient skills in using a computer and the internet, we made sure that they were able to use the laptops and the specific collaborative writing tool VisciPad. During our study, the students were collaboratively writing a script for a school musical. The composition work of the students at the school was mostly realized in a special room, so-called ”Stress Free Area; SFA”, which is equipped with adjustable chairs and tables, audio-visual and smart board facilities. In addition, the students could take their laptops outside the school for collaborating and communicating with other students and to work on their writing from home.
Throughout the study, the students were very motivated in their work. With the help of their teachers, they were able to create an inspiring musical manuscript, a number of poems and even a composition of a melody. The laptops and VisciPad with its specific tools, such as chat and communication facilities, appeared to support the students’ collaboration and collective creative writing. The outcome of the students’ work, a fantasy musical, entitled as, “Magic Forest Musical” was performed at the anniversary of the school’s establishment in May 2011. The musical was clearly a great representation of the collaboration and coordination processes between the students and teachers. We credit this success to the school culture and its leadership, teachers’ professionalism, human creativity, collaborative efforts and motivation embedded in the use of different technological resources.
During the three months of our study, we have collected different types of data:
- Video-recordings of the students’ activities and social interactions in the classroom
- Chat data of the students’ interactions while they were working on the musical with their laptops
- Questionnaire data about the students’ experiences of using the laptops and VisciPad for collaborative work and writing
- Screen-captures of the students’ activities on their computers while they were working together in the classroom
We have now concluded the first iteration of our research work and have started to analyze the data. We are working towards publishing our work in different journals and books.
Collaborative writing in the classroom
