Academic journal article The Technology Teacher

The Creative Classroom: The Role of Space and Place toward Facilitating Creativity: All Teachers, Including Technology Educators, Should Examine What Is Being Taught, How It Is Being Taught, and How the Development and Growth of Creativity Should Be Woven into the Educational Fabric of Teaching and Learning

Academic journal article The Technology Teacher

The Creative Classroom: The Role of Space and Place toward Facilitating Creativity: All Teachers, Including Technology Educators, Should Examine What Is Being Taught, How It Is Being Taught, and How the Development and Growth of Creativity Should Be Woven into the Educational Fabric of Teaching and Learning

Article excerpt

Introduction: The Emerging Paradigm of Teaching and Learning

As we become more sophisticated in our understanding of the workings of the human mind, it becomes increasingly clear that the processes of teaching and learning are more complex and subtle than was once thought. Models of education that were appropriate in the past are now obsolete. Cornell (2002) proposed an emerging paradigm of teaching and learning that moves from the model for an industrial economy to one that is appropriate for a knowledge economy. (See Figure 1.) Pink (2005) shifted the paradigm even further by moving beyond the knowledge economy to what he referred to as "the conceptual age" (p. 2). According to Pink,

   We are moving from an economy and society built
   on the logical, linear, computerlike capabilities of the
   Information Age to an economy and a society built
   on the inventive, empathic, big-picture capabilities of
   what's rising in its place, the Conceptual Age (pp. 1-2).

The people who control and oversee this conceptual age will be those who are able to "detect patterns and opportunities, to create artistic beauty, to craft a satisfying narrative, and to combine seemingly unrelated ideas into something new" (pp. 2-3). They will also be those who are able to "empathize with others" (p. 3), find joy for themselves and bring it out in others, and pursue activities that provide purpose and meaning to their lives and the lives of others. In describing the types of individuals who will hold the keys to the conceptual age, Pink stated,

   The future belongs to a very different kind of person
   with a very different kind of mind-creators and
   empathizers, pattern recognizers, and meaning
   makers. These people--artists, inventors, designers,
   storytellers, caregivers, consolers, big-picture
   thinkers--will now reap society's richest rewards and
   share its greatest joys (p.1).

Figure 1. The emerging paradigm of teaching and learning as
defined by Cornell. The paradigm shift is from an industrial
economy to one that is based on knowledge. From The impact
of changes in teaching and learning on furniture and the
learning environment The Importance of Physical Space in
Creating Supportive Learning Environments (pp. 33-42). San
Fransisco: Jossey-Bass.

From an Industrial Economy   To a Knowledge Economy

* Passive Learners           * Active Learners
* Directed Learning          * Facilitated Learning
* Knowledge Revealed         * Knowledge Discovered
* Explicit Knowledge         * Explicit and Tacit
* Knowledge is Discrete      * Knowledge is Embedded
* Single Assessment          * Multiple Assessments
* Single Intelligence        * Multiple Intelligence
* Instructor Technology      * Ubiquitous Technology
* Alone                      * Alone and Together
* Just in Case               * Just in Time
* Content                    * Content and Process
* Linear and Planned         * Planned and Chaotic

Fundamental to living in the conceptual age will be the use of creativity. Creativity can be described as any "human act or process that occurs when the key elements of novelty, appropriateness, and a receptive audience in a given field comes together at a given time to solve a given problem" (Warner, 2000). It is clear that the type of people Pink identified as becoming the owners of the world of the future use the tools of creativity now, or should be taught how to do so. The ideas advocated by writers such as Cornell and Pink make for a persuasive argument that all teachers, including technology educators, should examine what is being taught, how it is being taught, and how the development and growth of creativity should be woven into the educational fabric of teaching and learning.

Limited space does not permit addressing each of these issues in this article. Instead, we will focus on one important component of the dynamics of making creativity an integral part of the teaching and learning experience. …

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