Creativity and Technology in Teaching and Learning: A Literature Review of the Uneasy Space of Implementation

Autor/inn/en	Henriksen, Danah; Creely, Edwin; Henderson, Michael; Mishra, Punya
Titel	Creativity and Technology in Teaching and Learning: A Literature Review of the Uneasy Space of Implementation
Quelle	In: Educational Technology Research and Development, 69 (2021) 4, S.2091-2108 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henriksen, Danah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09912-z
Schlagwörter	Creativity; Teaching Methods; Learning Processes; Futures (of Society); Technology Integration; Information Technology; Models; 21st Century Skills; Discourse Analysis; Educational Practices + Suchen Sie Ihr Suchwort? Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Future; Society; Zukunft; Informationstechnologie; Analogiemodell; Diskursanalyse; Bildungspraxis
Abstract	Internationally, creativity is a widely discussed construct that is pivotal to educational practice and curriculum. It is often situated alongside technology as a key component of education futures. Despite the enthusiasm for integrating creativity with technologies in classrooms, there is a lack of common ground within and between disciplines and research about how creativity relates to technology in teaching and learning--especially in the uncertain space of classroom implementation. This article provides a critical thematic review of international literature on creativity and technology in the context of educational practice. We identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity; (2) Meanings of creativity; (3) Discourses that surround creativity; and (4) the Futures or impacts on creativity and education. Each of these clusters is contextualized in regard to emerging technologies and the developing scope of twenty-first century skills in classroom implementation. We offer conclusions and implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01