Creativity in Schools: A Survey of Teachers in Europe

This report examines teachers' perceptions about creativity for learning and their reflection on their own teaching practices. Teachers' opinions where collected through an online survey which gathered data from 32 countries and at distinct school levels. For the scope of this report, only responses from teachers from EU27 and teaching in obligatory schooling were examined (ISCED levels 1 and 2). This amounts to a total of 7659 responses. Almost all surveyed teachers have an encompassing view of creativity: 98% believe that creativity can be applied to every domain of knowledge and 96% that creativity can be applied to every school subject. Almost nine out of ten teachers in this survey endorse a democratic view of creativity sustaining that everyone can be creative (88%). Teachers' opinions on creativity in education are much stronger than their practices. While teachers claim to foster many skills that are connected to creativity, traditional teaching and assessment methods and resources are still predominant. The vast majority of surveyed teachers claim that technology has improved their teaching (85%) and that ICT can be used to enhance creativity (91%). Internet has become an important tool for teachers to update their own knowledge for use in their lessons (90%), to prepare handouts and material (89%) and to search for teaching material (87%). Notwithstanding the high importance attributed to technology, its use seems to be still teacher-lead. Only half of the teachers (53%) claim to let their students use a wide range of technologies to learn (videos, mobiles, cameras, educational software, etc). Moreover, the potential of Web2.0 technologies is still untapped and more than half of teachers surveyed (54%) disagree that mobile phones could be important for learning. Teachers claim to need more support and are willing to undergo more training. Teacher training on the use of ICT for education was received by less than half of respondents. Only one-fourth of our sample (25%) agreed that the quality of ICT in their school is excellent. Only less than a quarter of respondents (23%) deem to have learnt how to teach during initial teacher training.JRC.DDG.J.4-Information Societ

Aa. Vv., Littérature et développement

Le numéro 157 de Notre Librairie porte le même titre qu’un très bel essai de Bernard Mouralis, «Littérature et développement», texte qui a paru en 1984 chez Silex à Paris. Et c’est bien Bernard Mouralis qui introduit ce tirage avec un éditorial sur l’état de la littérature africaine, engagée dans le discours du développement depuis sa naissance, et qui ouvre avec son article sur la production la plus récente la première section de la revue. L’idée de développement par rapport aux littératures..

Patrick Chamoiseau, À bout d’enfance

Les lecteurs de Patrick Chamoiseau se sont habitués au style lyrique et ingénu de ses autobiographies d’enfance, aux dialogues à trois entre la voix adulte de l’homme d’aujourd’hui, la mémoire et la vision du monde du négrillon. Dans ce troisième volet sur l’enfance, la rencontre avec les jeunes filles se fait avec la même délicatesse que l’on a appréciée dans les deux autres récits. La production de cette trilogie est née comme commande éditoriale de la collection «Haute Enfance»: après le r..

DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe.

This is the final report of the DIGCOMP study. It presents a detailed framework for the development of digital competence of all citizens. The framework is the output of a wide stakeholder consultation. It consists of detailed descriptions of all competences that are necessary to be proficient in digital environments and describes them in terms of knowledge, skills, and attitudes. Three proficiency levels are suggested for each competence. The report provides as well a self-assessment grid for mapping digital competence levels.JRC.J.3-Information Societ

Mary Gallagher (ed.), Ici-là. Space and displacement in Caribbean writing in French

L’un des thèmes récurrents des littératures postcoloniales est le rapport du sujet avec l’espace. La colonisation a isolé les populations indigènes et imposé un rapport hiérarchique entre colonisateur et colonisé, créant ainsi une rupture dans le lien identitaire avec l’espace. Ce processus a été particulièrement douloureux aux Antilles, puisque la population a été déportée. La réaction pathologique à la colonisation s’exprime dans un sens de «déplacement» du sujet postcolonial, dû au dénigre..

Evidence of Innovative Assessment : Literature Review and Case Studies

Non peer reviewe

Evidence of Innovative Assessment: Literature Review and Case Studies

This report presents the outcomes and analyses of the study Evidence of Innovative Assessment. It provides an overview of innovative (digital and non-digital) assessment approaches and evidence on how these have been implemented to various settings. The first part describes the rational of the study, defines innovative assessment and gathers evidence on the effectiveness of a variety of assessment practices such as self- and peer-assessment, open badges, simulation and learning analytics. The second part presents eight case studies that have integrated innovative assessment approaches from a range of different contexts (formal, non-formal learning, employment, elderly care), covering different age groups, assessment purposes and implementation strategies. Through cross comparisons, the report identifies the challenges and success factors and the replicability of these cases. The report ends with recommendations for research, educational policy and practice.JRC.B.4-Human Capital and Employmen

Creatività e Tic nella Scuola dell¿Obbligo: un¿inchiesta su opinioni e pratiche degli insegnanti

Creativity is a fundamental competence which develops thinking skills and which has direct and positive effects on learning. Creativity is very often understood in a restricted way and is not necessarily a priority of educational practices. This article reports the opinions of 1478 Italian teachers who took part in an European online survey on the meaning of creativity for school. The results that are discussed here present the opinions and theories that these teachers hold on creativity; the most common educational practices they follow; their use and opinions on ICT for creative learning; and the kind of training they receive.JRC.DDG.J.4-Information Societ

Understanding Digital Competence in the 21st Century: an Analysis of Current Frameworks

This paper discusses the notion of digital competence and its components. It reports on the identification, selection, and analyses of fifteen frameworks for the development of digital competence. Its objective is to understand how digital competence is currently understood and implemented. It develops an overview of the different sub-competences that are currently taken into account and builds a proposal for a common understanding of digital competence.JRC.J.3-Information Societ

Las TIC en el aprendizaje según los profesores

The importance of creativity for education and its benefits for learning has been demonstrated in a wide array of academic literature. Teachers are widely recognised as the spark which can kindle or inhibit learners' creative potential. Moreover, it has been discussed that ICT can support creativity and contribute to a creative learning environment (Loveless, 2002). Despite, the significant role of teachers in fostering creativity and innovation in education, little empirical data has been collected about teachers' perceptions and practice on creativity and hardly any on ICT creative use, with the exception of some works (Beghetto, 2007; Davies, 2006; Fisher, Higgins, & Loveless, 2006; Fryer & Collings, 1991; Kampylis, Berki, & Saariluoma, 2009). This work explores the role of ICT as a driver in developing a creative and innovative school environment in the context of Spain. It will do so by discussing the data collected from a teachers' online survey. The major questions guiding this work were how is ICT used in schools by teachers and whether it is used to foster creativity. This data has been collected through an anonymousJRC.J.3-Information Societ