Creativity and Technology in Education: An International Perspective

Danah Henriksen, Michael Henderson, Edwin Creely, Sona Ceretkova, Miroslava Černochová, Evgenia Sendova, Erkko T. Sointu, Christopher H. Tienken

Research output: Contribution to journalArticle

9 Scopus citations

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.

Original languageEnglish (US)
JournalTechnology, Knowledge and Learning
DOIs
StateAccepted/In press - Jan 1 2018

Keywords

  • Creative learners
  • Creative teaching
  • Creativity
  • Educational technology
  • International education policy
  • National policy contexts
  • Review
  • Teaching and learning
  • Twenty-first century learning

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Human-Computer Interaction
  • Computer Science Applications

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    Henriksen, D., Henderson, M., Creely, E., Ceretkova, S., Černochová, M., Sendova, E., Sointu, E. T., & Tienken, C. H. (Accepted/In press). Creativity and Technology in Education: An International Perspective. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-018-9380-1