Creative Outlets TAGT 2012

7/30/2019 Creative Outlets TAGT 2012

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brianhousand.com


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GEEK

RESEARCHER

GIFTED

EDUCATOR


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201

2

I

M

PA

C

T

Informing &

Motivating

PeopleAbout

Creativity &

Technology


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Hawaii

Minnesota

North CarolinaCalifornia

Georgia

New York

MontanaPennsylvania

Nova Scotia

ConnecticutVirginia

Colorado

Texas

Indiana

201

2


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2013 IDAHONORTH CAROLINA

GEORGIA

CALIFORNIA

TEXAS

PENNSYLVANIA

CONNECTICUT

INDIANA


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Todays Meet

todaysmeet.com/2012tagt


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STAGES IN THE

CREATIVE

PROCESS

A REVOLUTION

IN LEARNING AND

TEACHING

CREATIVITY

+

TECHNOLOGY


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1. IDENTIFY A TECH TOOL

5. EVALUATE

4. WATCH IT GROW

3. GIVE IT TIME

2. PROVIDE A PURPOSE

5STEPTECHNOLOGYINTEGRATIONPLAN

(Besnoy, Housand, & Clark, 2008)


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TYPE III

INDEPENDENT OR SMALL GROUP INVESTIGATIONSPRODUCTS AND/OR PERFORMANCES

TYPE I

GENERALEXPLORATORY

ACTIVITIES

TYPE II

METHODOLOGICALTRAINING /

HOW-TO ACTIVITIES

(Renzulli, 1977)


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Plugging IntoCreative Outlets

Brian C. Housand

Angela M. Housand

Gifted Education

CommunicatorSpring 2011

Vol. 42, No. 1


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(Papert, 1993)

Computers

serve bestwhen they

allow everything

to

CHANGE


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Weareeduca)ngpeople

outoftheircrea)vity.

Crea)vityisasimportantin

educa)onasliteracy.

Sir Ken Robinson


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Rather than running the risk of

having our students become

W A L K I N G

ENCYCLOPEDIASwe need to TEACH them how to

THINK CREATIVELY.(Sternberg,2006


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www.p21.org

Learning and Innovation Skills

Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration


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1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency4. Critical Thinking, Problem Solving, and

Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts


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Identify, research, and

collect data on anenvironmental issue using

digital resources andpropose a solution.

PK - 2


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Produce a media-rich

digital story about asignificant local event

based on first-personinterviews.

3 - 5


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Create original animations

or videos documentingschool, community, or local

events.

6 - 8


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Design, develop, and test a

digital learning game todemonstrate knowledge

and skills related tocurriculum content.

9 - 12


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?Differentiated Curriculum. Adaptation ofcontent, process, and concepts to meet a higherlevel of expectation appropriate for advanced

learners. Curriculum can be differentiated through

acceleration, complexity, depth, challenge, andCREATIVITY (VanTassel-Baska & Wood, 2008).


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Dont tell someone to BE CREATIVE.

Get moving.

Take a break.

Reduce screen time.

Explore other cultures.

Follow a passion.Ditch the suggestion box.


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(Resnick, 1996)

NOTStereos

Pianos


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If#you#dont#read#much,#you#really#dont#know#much.#

#YOU ARE

DANGEROUS!

DANGER

--Jim Trelease

TOOLISHNESS

AHEAD


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We donthave the optionof turning awayfrom the future.

No one gets tovote on whethertechnology is

going to changeour lives.

Bill Gates

The Road Ahead


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GRAHAM WALLASPREPARATION

INCUBATION

ILLUMINATION

VERIFICATION


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PLUGGING INTO

CREATIVEOUTLETS

DR. BRIAN HOUSAND

http://brianhousand.combit.ly/2012tagt


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INCUBATION


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FREEDOM TO

EXPERIMENT

FREEDOM TO FAIL

FREEDOM TO TRY ON

DIFFERENT IDENTITIES

FREEDOM OF EFFORT-Scot Osterweil


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Games are the most elevated form of investigation.


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20%


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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.

CREATIVITY

COMPUTER

USE

INTERNET

USE

CELL

PHONE

USE

VIDEO

GAME

PLAY


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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.

CREATIVITYVIDEO

GAME

PLAY


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ILLUMINATION


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Instagram

DMD Panorama

WordFoto


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http://www.flickr.com/groups/visualstory/

five frames


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flickr five frames

1st photo:establish

characters and location


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flickr five frames

2nd photo:create a situation

with possibilities ofwhat might happen


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flickr five frames

3rd photo:involve the characters

in the situation


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flickr five frames

4th photo:build to

probable outcomes


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fli fi f


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flickr five frames

5th photo:have a logical

but surprising end


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DMDinstagram WordFoto


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GarageBand

djay

DM1


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Googleable


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FLIPPING

THE CLASSROOM


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KHANCAN AND

KHANYOU

TOO


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KN W


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KN WUNDERSTAND

DO


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Creative Outlets TAGT 2012

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