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Creativity and Technology in Education: An International Perspective

Creativity and Technology in Education: An International Perspective In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Creativity and Technology in Education: An International Perspective

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References (45)

Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Nature B.V.
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-018-9380-1
Publisher site
See Article on Publisher Site

Abstract

In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.

Journal

"Technology, Knowledge and Learning" – Springer Journals

Published: Aug 9, 2018

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