3.4.11 Professors’ and Students’ Perceptions of Information and Communication Technologies in Higher Education: Creativity and Motivation
The focus of this study was the role of information and communication technologies (ICT) in university classrooms. Nine professors were divided into three groups — those who used ICT creatively, those who made traditional use of ICT, and those who did not use ICT — and were interviewed. Additionally, 249 students completed instruments on their perceptions of creativity and the motivation to learn. Professors did not report a relationship between technology and creativity development. According to the students, ICT did not improve teaching practices for creativity or motivation. The creative use of ICT was instead related to creative ways professors solved teaching difficulties.
Author(s):
Daniela Vilarinho-Rezende
dvilarinho.rezende@gmail.com
University of Brasilia / Centro Universitario Padre Anchieta
Brazil
Daniela Vilarinho-Rezende, Ph. D., is a psychologist and a professor at the UniAnchieta, São Paulo. She received her doctoral degree from the University of Brasilia in processes of human development and health. Her research interests include creativity and innovation, digital technology in education, talent development and giftedness.
Denise Fleith
fleith@unb.br
University of Brasilia
Brazil
Denise de Souza Fleith, Ph.D., is a psychologist and a full professor at the Institute of Psychology, University of Brasilia, Brazil. She received her doctoral degree from the University of Connecticut in gifted and talented education. Dr. Fleith is part of the Executive Committee of the World Council for Gifted and Talented Children. She is a consultant for the Ministry of Education, a researcher at the National Council of Scientific and Technological Development in Brazil, and a member of editorial boards of Brazilian and international journals. She founded, with other scholars, the Brazilian Council for Giftedness.