Exploring Creativity and ICT Across Educational Systems: Creativity and Maker Spaces Creativity in Teacher Education
Abstract
Transitions in attitudes and values in a society, and a swift evolution in the digital technology industry (DT) are reflected not only in school education, including different ways of DT usage by teachers and their pupils, but also in ideas of young people about how to learn to use DT, what to do with DT, and how the school educational system should be organised. A lot of young people criticize their current school education in which they cannot use what they have learned in leisure activities out of school with DT: they themselves, without their teachers, are interested in it in order to discover the potentiality of DT for creative activities.
Young people frequently publish their digital outcomes and artefacts on social networks, they visualise their own ideas, procedures, and thinking through photos, videos, and animations; they animate and visualize the processes by which they pursue their ideas and publish them, for example on YouTube, to be shared and to be available to others who would might be to inspired to do similar things. These activities are not integrated into school assessment, and their teachers very often do not even know about them, nor do they understand these learning processes, nor have the ability to assess them and include them in school assessment.
Very often these creative activities give evidence about the learning process, and progress, and the ways of thinking of young authors, who would like to share their ideas with others. It corresponds with a concept of DIY (Do-It-Yourself).
To apply DIY in school education means enabling pupils to bring interesting ideas from their out of school world, and to create appropriate conditions, for example for problem solving, inquiry based learning, creative activities, collaboration, team work etc.) and in the context of the curriculum to be able to realise their ideas. In such types of DIY activities in schools, pupils can apply knowledge and skills from different subjects, discover inter-disciplinary contexts and organise their work, and manage their own learning.