Divergent Thought Analysis

In my research project, Divergent Thinking in the Technology Integrated Classroom, I collected data from twenty-two different educators which included the completion of a TPACK survey and the analysis of divergent thinking based upon a test which mimicked the above diagram. While divergent thinking is not exactly the same as creativity, which is typically more 'meaningful and purposeful,' it can be an indicator of the potential for creative thoughts.

It was challenging to get enough participants to readily volunteer as this survey required the participants to be present for test administration due to the illustration component of the divergent thinking assessment which was like the 'key' pictured above. The divergent thinking assessment is timed (2 minutes), which required the participants to be present in a room for a timed setting - unlike a digital survey where participants could complete their work on their own. This became a hurdle which I had overcome as many educators have very busy schedules around the school day. To combat a lack of participants, I offered to come to the rooms of other teachers to administer the test and save them the travel to my room in my school building. This seemed to help and garnered me at least ten more surveys than my initial attempts at setting appointments in my room on various days.

Out of the 22 divergent assessments given, 21 of them showed at least fluency, flexibility, originality, or elaboration in the illustration. Only 1 assessment did not show any of those traits as it had 20 identical smiley faces drawn in the circles. While faces were popular illustrations in and on the circles, the vast majority of the faces illustrated were varied and unique. 5 of the divergent illustrations involved creating unique and creative patterns around the circles which created a larger picture - sometimes abstract or a larger concrete picture such as a Christmas tree.

Of the 5 assessments which included unique and creative patterns which showed originality and elaboration, 2 showed strong agreement and tendencies toward technological, pedagogical, and content knowledge. The other three indicated strong pedagogical and content knowledge, but were either unsure or uncomfortable with their technological knowledge.

In 4 surveys which showed elaboration, at least three of them also showed originality in their illustrations, including details to faces such as horns, eyebrows, hats, or specific figures such as Spiderman, Abraham Lincoln, and a ninja turtle. In the one that showed only elaboration of faces (with horns, ears, fangs, and stubble), the educator indicated knowing and understanding pedagogical Knowledge and content knowledge, but not technological knowledge. Of the other 3 surveys in this category, 2 indicated technological, pedagogical, and content knowledge while one indicated only content and pedagogical knowledge.

3 surveys demonstrated strong fluency scores, and 2 of those 3 also demonstrated some flexibility in not only filling the circles, but including a variety of different illustrations in them. In the survey which demonstrated only fluency, the individual indicated a knowledge in content and pedagogy together, an understanding of technology knowledge as well, but did not indicate that the felt that they could combine all three. In the other two surveys, both individuals indicated that they had knowledge of all three.

In 9 surveys, flexibility was indicated with a variety of similar illustrations of faces, caterpillars, suns, pizzas, wheels, balls, snowmen, and other common illustrations for circles, although these individuals did not demonstrate fluency by filling all the circles provided. In a unique turn, all but 1 of these surveys indicated technological, pedagogical, and content knowledge. The one survey that did not indicate these three knowledges was able to indicate an understanding of them separately, but not in putting all three knowledges together.

The single survey completed with no indication of fluency, flexibility, originality, or elaboration, was simply filled with identical smiley faces. This survey also indicated technological, pedagogical, and content knowledge.

So far, I'm really struck by the number of educators who took these surveys and indicated a solid TPACK. In total, 15 of the 22 individuals who took this survey indicated that they had a solid knowledge of TPACK - knowing how to weave together their understanding of technology, content, and pedagogy in their classrooms.