AND SO IT CONTINUES…
Creativity is Mutualistic
Creative work occupies a complex creative space; it does not exist in isolation, nor is there only one solution to any creative work. Thus, the evolution of educator practices that support the creative process is neither straightforward nor simple. Creativity is improvisational, and often emerges when errors arise while grappling with familiar concepts; however, improvisation cannot happen when students are in lockstep with standardized directives or when they are focused on the singular goal of finding the one right answer to a problem. Thus, educators who inspire creativity must create an atmosphere within their classrooms that allows creative thought and process to evolve.
LATEST POSTS
Reimagining Creativity in the Classroom
PODCAST SERIES Reimagining Classroom Creativity Episode 1: Humans Must Be What AI Is Not Join a panel of practicing educators as they discuss that the reason why AI is a problem is also the solution. Humans have to be prepared to step up and be what AI is not: empathetic, intuitive, imaginative. PODCAST SERIES Reimagining…
Art or Mimicry
Click on the image to view a pdf that shares some thoughts about the creative potential of AI. So far, nothing I’ve seen or read has changed my mind. AI would be nothing were it not for the humans that built it.
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Technology is a Tool. Wield It Well.
“Will a man, if he picks up a shield or any other weapon or tool of war, on that very day be an adequate combatant in a battle of heavy-armed soldiers, or any other kind of battle in war, even though no other tool if picked up will make anyone a craftsman or contestant, nor…
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“Truth is Made Not Found.” (Rorty): An Annotation
Postmodernism as a basis for research is a philosophy that embraces all of the complexity that surrounds educational technology and the process of learning. Founded in pluralism, the philosophy rejects a single explanation in favor of recognizing differences and acknowledging the influence of various perspectives. For educational technology, this implies that there is no one…
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No Significant Findings is Significant: An Annotation
Reeves, T. C., & Oh, E. G. (2016). The goals and methods of educational technology research over a quarter century (1989–2014). Educational Technology Research and Development, 65(2), 325–339. Reeves and Oh compiled this literature review to provide some insight on the fure direction of educational technology research and its role in resolving controversies such as…
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Motivation to Learn is Contextual
Motivation, the impetus that drives the individual to act, is situationally influenced by the context in which the behaviors are expected. Context, when viewed from the point of view of multiple learning theories, shares a common theme–behaviors do not occur in isolation; there is a complex set of factors that contribute to whether or not…
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Learning Theory Light
Here is a comparative look at three learning theories in brief. I am open for comments! What do you think? Did I get it right?
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Quantifying the Unquantifiable: An Annotation
Long, H. (2014). An empirical review of research methodologies and methods in creativity studies (2003–2012). Creativity Research Journal, 26(4), 427–438. As I embark on a quest to explore creativity, I realize I really don’t know much, and I really don’t even know where to begin. This article summarizes the types of research that were used…
Cultivating Creative Thought 