Nurturing(Success(and(Crea0ve(Produc0vity(in(a(Digital(Age

March&30,&2012

Dr.&Angela&HousandUniversity&of&North&Carolina&Wilmington

Dr.&Brian&HousandEast&Carolina&University

CREATIVE PRODUCTIVITYI N A D I G I TA L A G E

boces2012.weebly.com

8:45 Why Creativity Matters 9:00 Connecting to the Common Core 9:30 Technology + Creativity 9:45 Break10:00 Creating Your Digital Footprint10:30 Ten Tools for Creativity11:30 LUNCH12:30 Profiles of Creative Productivity 1:00 Constructing an Outlet 2:30 Making a Plan

Why Creativity Matters

Benjamin Bloom

Critical Thinking

E. Paul Torrance

Creativity

Julian Stanley

advanced content

Schoolhouse Ability

Creative Productivity

Creative ProductivityAbove

AverageAbility

Creativity

Task Commitment

p21.org

4,473

“The Nation that dramatically and boldly

led the world into the age of technology is failing to provide its

own children with the intellectual tools

needed for the 21st century.”

BUT this is a

PRECARIOUS Advantage

The world is changing FAST.

Technological KNOW-HOW is spreading throughout the world;

Along with the knowledge that such SKILLS and SOPHISTICATION

are the basic CAPITAL of tomorrow’s society.

Our children could be STRAGGLERS in a world of technology.

AMERICAMUST NOTB E C O M E

AN INDUSTRIAL DINOSAUR

W E M U S T N O Tprovide our children

for a 21st Century WORLD.

a 1960s education

SepTEMBER 12

1983

www.p21.org

Learning and Innovation SkillsCreativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration

&

&We&are&educaEng&people&out&of&their&creaEvity.&

&

&CreaEvity&is&as&important&in&educaEon&as&literacy.&

Sir Ken Robinson

Rather than running the risk of having our students become

W A L K I N G ENCYCLOPEDIAS we need to TEACH them how to THINK CREATIVELY.

(Sternberg,&2006)

1768 - 2012

Knowledge)alone)is)NOT)enough.)

DID

the answer, then you may be asking the wrong question.

If your students can

20%

(Resnick, 1996)

NOT Stereos

Pianos

Connecting to the Common Core

The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.

For those students, advanced work in such areas as literature, composition, language, and

journalism should be available.

This work should provide the next logical step up from the college and career readiness

baseline established here.

Students who are College and Career Ready....✓Demonstrate Independence✓Build Strong Content Knowledge✓Respond to Varying Demands of Audience, Task, Purpose, and Discipline✓Comprehend as well as critique✓Value Evidence✓Use Technology and Digital Media Strategically and Capably✓Come to Understand Other Perspectives and Cultures

Research to Build and Present KnowledgeWriting Anchor #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

The whole process of education should

thus be conceived as the process of

learning to think through the solution

of real problems.

-- John Dewey, 1938

Real World ProblemsAcademic Rigor

Technology Integration

www.ecugifted.com

�“We need students to get more deeply interested in things, more involved in them, more engaged in wanting to

know, to have projects that they can get excited about and work on over long periods of time, to be stimulated

to find things out on their own.”

Interest and Rigor Lead To Creative Productivity

Writing Anchor #6: Production and Distribution of Writing

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Production and Distribution of Writing

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, use a variety of digital tools to produce and publishwriting, including in collaboration with peers.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

K12

Production and Distribution of Writing

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

345

Production and Distribution of Writing

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Use technology, including the Internet, to produce and publish writing and link to and cite sourcesas well as to interact and collaborate with others, including linking to and citing sources.

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

678

Production and Distribution of Writing

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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