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Investigating the use of ICT-based concept mapping techniques on creativity in literacy tasks...information and communications technologies

The key research question in this small-scale study focuses on the effects that an ICT (information and communications technologies)-based concept mapping intervention has on creativity and writing achievement in 10-11-year-old primary age pupils. The data shows that pupils using a concept mapping i...

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Published in:Journal of Computer Assisted Learning Vol. 20; no. 4; pp. 244 - 257
Main Authors: Riley NR, Åhlberg M
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Aug2004
Online Access:View this record in EBSCOhost
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Aug2004
      vid: 20
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        106682514
        106682514
        2004152857
        10.1111/j.1365-2729.2004.00090.x
        106682514
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        atl: Investigating the use of ICT-based concept mapping techniques on creativity in literacy tasks...information and communications technologies
      aug:
        au:
          Riley NR
          Åhlberg M
        affil: Telematics Centre, University of Exeter, School of Education and Lifelong Learning, Heavitree Road, Exeter, Devon EX1 2LU, UK; nrriley@eurobell.co.uk
      sug:
        subj:
          Concept Mapping
          Creativeness
          Information Technology Methods
          Child
          Learning Methods
          Literacy
          Pearson's Correlation Coefficient
          Pretest-Posttest Design
          Quasi-Experimental Studies
          T-Tests
          Funding Source
          Human
          Child: 6-12 years
      ab: The key research question in this small-scale study focuses on the effects that an ICT (information and communications technologies)-based concept mapping intervention has on creativity and writing achievement in 10-11-year-old primary age pupils. The data shows that pupils using a concept mapping intervention significantly improve their NFER non-verbal reasoning age-standardised scores over a control group with a higher baseline whose scores remain constant. Evidence linking this with using ICT-based concept mapping remains inconclusive. Correlation studies show that writing achievement and creativity are linked and that writing achievement and concept mapping connectivity are linked. However, there is no conclusive evidence for linking concept mapping connectivity with creativity. Findings show that concept mapping components increase post-test and that concept mapping ability can be evaluated using a connectivity index that may have some predictive value in assessing writing achievement. The findings suggest that ICT-based concept mapping provides a reliable framework from which to structure writing and that ICT enhances learning and use of this representational technique and provides opportunities for developing innovative and educationally valid practices.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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