Investigating the use of ICT‐based concept mapping techniques on creativity in literacy tasks

Abstract

AbstractThe 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.

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