creativity definition in education

8/13/2019 Creativity Definition in Education

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R e f e r e n c e sBereiter, C.; Scardamalia, M.: Learning to Work Creatively with Knowledge, in E. De Corte, L.

er!cha""el, #. Entwi!tle, $ %. van Merri&n'oer (Ed!.), *nravelling 'a!ic com+onent! and

dimen!ion! o" +ower"l learning environment!. E-L/ -dvance! in Learning and /n!trction

Serie! (0112).

Bran!"ord, %.D., Brown, -.L., and Cocking, .. (ed!).: 3ow 4eo+le Learn, (0111).Darling53ammond, L. (ed.): 4ower"l Learning: What we Know -'ot 6eaching "or

*nder!tanding. %o!!ey5Ba!! (0117).

De"inition and Selection o" Key Com+etencie!. 4ari!, 8rance: 9ECD, May 0, (0112).

8ramework "or 0!t Centry Learning (6c!on, -


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/ncrea!ing com+ting +ower and /nternet connectivity o" O+ocketP device!

like cell +hone! may hel+ to con!olidated a cltre o" !ing mo'ile technologie!0 Ce!ar -. -. #ne!, enata /keda

"or learning. -ccording to Shler (Shler, 011A) the key o++ortnitie! in mo'ile

learning are:

o encorage Oanywhere, anytimeP learning

o reach nder!erved children

o im+rove 0!t5centry !ocial interaction!

o "it with learning environment!o ena'le a +er!onaliFed learning eR+erience

Below in thi! +a+er we +re!ent an eR+erience that eR+lore! the la!t three item!:

0!t centry !ocial !kill!, integration to old learning environment! and 'ild o"

new dynamic!, +er!onaliFed learning.

$ . $ 1 s t C e n t u ry % i ll s6he !o called O0!t centry !kill!P are not new 't 'ecome +articlarly im+ortant

in thi! centry. 6here i! no con!en!! in li!ting what the 0!t centry !kill! are,

e.g. the 8ramework "rom the 4artner!hi+ "or 0!t Centry Skill! (8ramework

4artner!hi+, 011) and the com+etencie! de"ined 'y 9CDE (De"inition! 9CDE,

0112). 3owever, there i! no di!agreement that among the !kill! one !hold have:

o +ro'lem !olving

o critical thinking

o

creativityo colla'oration

o atonomy

/t i! al!o acknowledged (Silva, 0117) that 0!t centry !kill! develo+ment doe!

not have to ha++en a"ter 'a!ic or rotine !kill! have 'een acGired 't in!tead may

ha++en concomitantly to them.

6he develo+ment o" the 0!t centry !kill! i! "avored in !tdent5 and

commnity5centered a++roache!. 3owever, Bran!"ord et. al (Bran!"ord et. al,

0111) argment that 'eyond !tdent and commnity one m!t have environment!

that are at the !ame time knowledge and a!!e!!ment5centered. 6hat mean!, !kill!

are develo+ed in a mch interconnected way while al!o nder!tanding content

!'Nect!.

/" one take! the de"inition o" nder!tanding "rom 4erkin! (4erkin!, AA7):

Onder!tanding i! the ca+acity to think and act "leRi'ly with what one know!P; one

conclde! that "or a !tdent to !how nder!tanding he m!t 'e given o++ortnitie!to a++ly and develo+ what he i! learning. /t +t! !tdent! +er"ormance! + in

"ront o" the teaching +roce!!e! and ha++en! more natrally in inGiry 'a!ed,

+ro'lem 'a!ed and +roNect 'a!ed learning. - recent and eRten!ive com+ilation o"

detailed !tdie! (Darling53ammond, 0117) +re!ent good re!lt! on !tdent!

+er"ormance! !ing !ch o+en a++roache!.Develo+ing creativity, leader!hi+ and colla'oration in a : environment =

/n the 6eaching "or *nder!tanding "ramework, enhanced 'y technology

(Wi!ke, 0112), it i! arged that edcational o'Nective! made eR+licit "or the

!tdent! and contino! a!!e!!ment are al!o im+ortant. /t goe! in the !ame

direction a! demon!trated 'y the re!earch o" William on "ormative a!!e!!ment, the

reglation o" learning and it! im+act on !tdent! +er"ormance! (William, 011).

Key to !tdent! !cce!! i! the develo+ment o" metacognitive thinking !kill!

(6i!hman et al., AA2 and #ne! et al., 011=).

& . ' o o l s a n d Di g it a l (o r s p a c e/t i! know! that the : com+ter !tdent ratio and good wirele!! /nternet acce!! i!

"ar "rom 'eing a reality in mo!t !chool!. 3owever, it i! im+ortant to a!k or!elve!:

why !hold we +r!e !ch con"igration@ What are the 'ene"it!@ /n thi! +a+er we

arge that it i! not only the : ration and /nternet acce!! that i! im+ortant. 6he

ado+tion o" a colla'orative !++ortive environment i! crcial to go 'eyond !al

+ractice and "rthermore, i" one devi!e goal! like the develo+ment o" 0!t centry

!kill!, it i! de!ira'le to have tool! and !trategie! that enhance !tdent! thinking in

!ch a way they 'ecome metacognitive on their own !kill! develo+ment.

6here i! a long tradition on the develo+ment and !e o" com+ter !++orted

colla'orative learning (CSCL). 6he +ioneer Com+ter S++orted /ntentional


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Ge!tion);

5 when !tdent! do in!ertion! in the interactive tool! their +artici+ation

a++ear! vi!ally organiFed, identi"ied and in!tantaneo!ly +'li!hed.

6he aim o" the im+lementation de!cri'ed in thi! +a+er wa! to eR+lore not only

knowledge 'ilding 't al!o to eR+licitly hel+ !tdent! to develo+ creativity,

leader!hi+ and colla'oration. Be!ide! the 6hinke!t colla'orative work!+ace we

introdced a new tool in order to increa!e !tdent! metacognitive thinking a'ot

the!e !+eci"ic !kill!. 6he tool, a 'rain!torm tool "or !mall gro+!, wa! develo+ed

recently 'y one o" the athor! o" thi! +a+er and thi! wa! the "ir!t actal !e o" it incla!!room !itation!.

/n the tool !tdent! indicate them!elve! who are the mem'er! o" the gro+ that are

going to +artici+ate in the 'rain!torm, they in!ert the O!'NectP o" the 'rain!torm,

and oriented to 'ild relation!hi+! o" !+eaker and annotator! (the idea i! that when

!omeone o" the gro+ i! !+eaking another mem'er o" the gro+, e.g the neRt

!eated one, in!ert a key word that hel+! them remem'er what he talked, 't thi!

mem'er al!o cla!!i"y the !+eech according the!e criteria: new idea, comment in

!++ort o" a +revio! idea, comment again!t a +revio! idea, a generic idea that i!

not related to the !'Nect o" the 'rain!torm). 6he tool i! not intr!ive !ince who i!

!+eaking ha! no worry a'ot regi!tration, 't !tdent! !tart +aying attention to

Onew idea!P and OeR+an!ion o" idea!P.

-"ter "ini!hing the !mall gro+ 'rain!torm !tdent! are oriented throgh tool

in!trction! to cla!!i"y them!elve! and colleage! in an increa!ing order o"

Oe""ectivene!!P "or the gro+ di!c!!ion. -"ter cla!!i"ying +artici+ation they give a"eed'ack "or the colleage!, a! well a! "or them!elve!, on what cold 'e im+roved

"or the neRt 'rain!torm !e!!ion (not to 'e !o o++re!!ive, to 'e more "oc!ed, to 'e

more talkative, to 'e le!! talkative). 6hi! tool wa! originally develo+ed to 'e !ed

in 4D-!, 't !ince it i! /nternet 'a!ed it rn! !moothly in note'ook! and net'ook!

(one +er gro+) in a non intr!ive way.

6he tool com+ri!e! al!o di""erent vi!aliFation o+tion!: "ollowing the

chronological order that idea! were +re!ented; 'y !tdent; 'y the ty+e o" idea!

(new, in "avor o" a +revio! one, again!t a +revio! one, or generic); 'y the

cla!!i"ication o" e""ectivene!!; 'y the "eed'ack o" the colleage!. 6he aim o" all

the!e vi!aliFation! i! to +romote thinking a'ot creativity, colla'oration and

leader!hi+ dring the 'rain!torm +roce!!e!. /t i! eR+ected that the teacher +re!ent!

the in"ormation collected "rom the di""erent gro+! in a whole cla!!room !ection

!ing the mltimedia +roNector and di!c!! the +o!!i'le inter+retation! o" the data.

/n the neRt !ection o" di!c!! the im+act o" the !e o" !ch tool in a ca!e !tdy.U Ce!ar -. -. #ne!, enata /keda

) . A C a s e % t u dy6he ca!e de!cri'ed here wa! condcted in a +rivate !chool in the City o" Sao

4alo, BraFil. 6he cla!!room had 02 !tdent!, there wa! one /ntel cla!!mate "or

each !tdent and good wirele!! acce!! to the /nternet. 6he 6hinke!t 4roNect

colla'orative environment wa! !ed and al!o the !mall gro+ 'rain!torm tool

de!cri'ed a'ove. Stdent! were eight year old, at the third grade, and the main

!'Nect they were !tdying wa! OwaterP.

6here wa! a miR o" activitie! (!earch, di!c!!ion!, 'rain!torm!, +re+aration o" a

"inal +rodct, knowledge talk, !kill! talk) that were not alway! !++orted 'y

technology. 6he whole work took more than three month! and it i! re+orted here

!ome o" the moment! where technology +layed a "ndamental role. Concerning

the technology, 'e!ide! a contino! !e o" interactive tool! in 6hinke!t

4roNect, a mltimedia +roNector wa! al!o !ed and in three moment! the !mallgro+ 'rain!torm tool.

6he lanch activity wa! a !eGence o" Ge!tion! that !tdent! an!wered !ing

6hinke!t. Stdent! "ollowed each other +artici+ation 'y re"re!hing their !creen!

and a"ter a while the teacher commented the an!wer! and +o!ed a new Ge!tion.

6he Ge!tion! "or thi! "ir!t cla!! were: Why water i! !o im+ortant "or !@ What are

the +ro'lem! related to water in or +lanet@ What can we do to minimiFe !ch

+ro'lem!@ Where i! water in or +lanet@ Do yo think we can go ot o" water@

6he teacher +o!ed the Ge!tion! in a "leRi'le way. She noted "rom the an!wer! and

di!c!!ion! "rom a +revio! Ge!tion that !he cold go into a new direction. 6he

!econd Ge!tion wa! +o!ed !ing the Ode'ate toolP o" 6hinke!t. /t allowed the


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!tdent! to com+are an!wer! and they were eager to !ee the +artici+ation o"

everyone to know the Ore!ltP o" the de'ate > there i! a conting "or each +o!ition

in the tool. -t the end o" thi! cla!!, !till !ing the an interactive 6hinke!t tool

they +'li!h their own re"lection on what they learned at that cla!!.

-t the end o" thi! "ir!t cla!! !tdent! were !o motivated 'y the +ace and

+artici+ation that they !aid they wanted to work alway! that way, no more +a+er!

and notetaking. Stdent! !ed com+ter! in !everal other moment!, e.g. to do

!earche! in the /nternet. Sch technology !e wa! intertwined to non5technology

activitie! like eR+o!itive cla!!e!, !earch in the li'rary, gro+ di!c!!ion!, etc. 6he!'Nect! eR+lored were localiFation o" water !orce!, water cycle, way! to !+are

water, way! to clean water V

-! a "inal +rodct !tdent! had the ta!k to +rodce in"ormative +a+er toil to cover

ta'let! !ed in the lnch cantina at the !chool. 6hi! way they cold Otran!"erP their

newly acGired knowledge to other !tdent!. 6he challenge wa! that they !hold

!ynthe!iFe the mo!t im+ortant +oint! o" what they learned 'eca!e they wold

+rodce N!t one common toil. 6hey had limitation! in the !+ace and had to decideDevelo+ing creativity, leader!hi+ and colla'oration in a : environment

a! a gro+ what were the mo!t relevant in"ormation and me!!age! they wanted to

+t in. 6hi! wa! the "ir!t occa!ion !tdent! !ed the !mall gro+ 'rain!torm tool.

Each !mall gro+ came + with the gro+! idea and they tried to decide together.

6he teacher looked at the +artici+ation regi!tered at the 'rain!torm tool and, !ing

the mltimedia +roNector, talked to the !tdent! a'ot the "eed'ack! they received

"rom colleage! and called their attention to colla'oration, creativity andleader!hi+ dring the negotiation +roce!!.

6o "eel the im+act o" the !e o" the 'rain!torm tool the teacher !ed it in two other

di""erent !itation!, not related to the !'Nect OwaterP. 6he re!lt! !howed that all

!tdent! that received a clear "eed'ack (the maNority o" the colleage! in the gro+

gave the !ame "eed'ack, e.g. to 'e le!! o++re!!ive) changed their 'ehavior and in

the other rond got di""erent and more miRed "eed'ack!.

Sch re!lt! were cro!!ed with !tdent! o+inion!. 6hey +'li!hed at 6hinke!t

their !el"5a!!e!!ment on gro+ +artici+ation along the whole !eme!ter and

de!cri'ed what wold 'e the Oideal gro+ +artici+antP. 6hey were very !incere

and did +reci!e !el"5a!!e!!ment +ointing their weakne!! and what they !hold do

to im+rove. Some cla!!e! later they +'li!hed in two activitie!: what did / learn

a'ot teamwork and technology; and what did / learn a'ot water and way! to

minimiFe +ro'lem! related to it.

6he !+ontaneo! an!wer! contain +hra!e! like thi!: O/ learned how to Noin idea!and work 'etter in a gro+P; O/ learn how to im+rove idea!. /t i! nice that in a

gro+ yo learn with yor!el" and with yor "riend!P; O/ learn not to 'ehave like a

'o!! in the gro+ 'eca!e my colleage! !aid what they thoght a'ot meP, etc.

6he nm'er o" +hra!e! related to the "eed'ack received "rom the colleage! (not

to 'e o++re!!ive, to 'e more talkative V) i! very large. -t the !ame time, they

re+ort a hge !ati!"action to have +artici+ated at the O+roNectP and to have received

and given "eed'ack. 6hey really a++reciated and "elt they learned a lot.

* . C o n c l u s i onCom+ter in a : ration to !tdent! may 'e a marvelo! ingredient in 'ilding

knowledge and develo+ing !kill!. /n thi! +a+er we !howed that the in"ra5!trctre

alone i! not enogh to reach !ch goal!. /t i! nece!!ary to con!ider di""erent

dynamic! > individal, !mall gro+! and large gro+! > nece!!ary to develo+ !kill!

like colla'oration and leader!hi+. /t i! "rthermore im+ortant to have non5intr!ive

and "leRi'le tool! like colla'orative work!+ace! that regi!ter and allow "orvi!aliFation! o" individal !tdent! +artici+ation. *!ing a ca!e !tdy we !howed

!ome activitie! that lead !tdent! attention to !kill! like creativity, leader!hi+ and

colla'oration. We !howed that the develo+ment o" !ch !kill! may 'e "rther7 Ce!ar -. -. #ne!, enata /keda

!++orted 'y !+eci"ic tool! de!igned "or that, +roviding vi!aliFation o"

+artici+ation and colleage! "eed'ack.

8rom the re!lt! re+orted here eight year old !tdent! were a'le to 'ild

knowledge in a !+eci"ic !'Nect while they al!o develo+ed their !kill! o"

colla'oration, creativity and leader!hi+. Stdent! were very aware o" !ch !kill!

develo+ment, re+orted them!elve! they im+roved on tho!e !kill!, and liked it


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Sch re!lt! de+ended very mch on a tran!+arent and non5intr!ive !e o"

technology immer!ed in other non5technology 'a!ed activitie!. Sch integration

wa! +o!!i'le de to the ado+tion o" mo'ile com+ter! in a one5to5one ration.

creativity definition in education

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