Supporting AIG Learners and the SCOS through Creativity and Technology

7/29/2019 Supporting AIG Learners and the SCOS through Creativity and Technology

1/67

CREATIVITY AND TECHNOLOGY

DPI AIG Institute

Winter 2013

Brian Housand, Ph.D.Presenter

Supporting AIGLearners and the SCOS


2/67

brianhousand.com


3/67

STAGES IN THE

CREATIVE

PROCESS

A REVOLUTION

IN LEARNING AND

TEACHING

CREATIVITY

+

TECHNOLOGY


4/67

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

#YOU ARE

DANGEROUS!

DANGER

--Jim Trelease

TOOLISHNESS

AHEAD


5/67

(Papert, 1993)

Computers

serve bestwhen they

allow everything

to

CHANGE


6/67

Weareeduca)ngpeople

outoftheircrea)vity.

Crea)vityisasimportantin

educa)onasliteracy.

Sir Ken Robinson


7/67

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


8/67

1. IDENTIFY A TECH TOOL

5. EVALUATE

4. WATCH IT GROW

3. GIVE IT TIME

2. PROVIDE A PURPOSE

5STEPTECHNOLOGYINTEGRATIONPLAN

(Besnoy, Housand, & Clark, 2008)


9/67


10/67

www.p21.org

Learning and Innovation Skills

Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration


11/67bit.ly/nets-profiles

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


12/67

Identify, research, and

collect data on anenvironmental issue using

digital resources andpropose a solution.

PK - 2


13/67

Produce a media-rich

digital story about asignificant local event

based on first-personinterviews.

3 - 5


14/67

Create original animations

or videos documentingschool, community, or local

events.

6 - 8


15/67

Design, develop, and test a

digital learning game todemonstrate knowledge

and skills related tocurriculum content.

9 - 12


16/67

?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).


17/67

CREATIVITY

ACCELERATIONDEPTH

COMPLEXITY


18/67

Dont tell someone to BE CREATIVE.

Get moving.

Take a break.

Reduce screen time.

Explore other cultures.

Follow a passion.Ditch the suggestion box.


19/67

(Resnick, 1996)

NOTStereos

Pianos


20/67

GRAHAM WALLAS

PREPARATION

INCUBATION

ILLUMINATION

VERIFICATION


21/67

PLUGGING INTO

CREATIVEOUTLETS

bit.ly/creative-outlets-binder


22/67

INCUBATION


23/67

FREEDOM TO

EXPERIMENT

FREEDOM TO FAIL

FREEDOM TO TRY ON

DIFFERENT IDENTITIES

FREEDOM OF EFFORT-Scot Osterweil


24/67

Games are the most elevated form of investigation.


25/67


26/67

20%


27/67


28/67

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


29/67

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

VIDEO

GAME

PLAY


30/67


31/67


32/67


33/67

ILLUMINATION


34/67


35/67

Instagram

DMD Panorama

WordFoto


36/67


37/67


38/67


39/67

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

five frames


40/67

flickr five frames

1st photo:establish

characters and location


41/67


42/67

flickr five frames

2nd photo:create a situation

with possibilities ofwhat might happen


43/67


44/67

flickr five frames

3rd photo:involve the characters

in the situation


45/67


46/67

flickr five frames

4th photo:build to

probable outcomes


47/67


48/67

flickr five frames

5th photo:have a logical

but surprising end


49/67


50/67

DMDinstagram WordFoto


51/67

GarageBand

djay

DM1


52/67

Googleable


53/67

CONSUMERS

PRODUCERS


54/67


55/67


56/67


57/67

FLIPPING

THE CLASSROOM


58/67


59/67

KHAN


60/67

KHANCAN AND

KHANYOU

TOO


61/67


62/67

KN W


63/67

KN WUNDERSTAND

DO


64/67


65/67

We donthave the option

of turning awayfrom the future.No one gets to

vote on whethertechnology is

going to changeour lives.

Bill Gates

The Road Ahead

5STEP


66/67

1. IDENTIFY A TECH TOOL

5. EVALUATE

4. WATCH IT GROW

3. GIVE IT TIME

2. PROVIDE A PURPOSE

5STEPTECHNOLOGYINTEGRATION

PLAN

(Besnoy, Housand, & Clark, 2008)


67/67

brianhousand.com

Supporting AIG Learners and the SCOS through Creativity and Technology

Documents

Transcript of Supporting AIG Learners and the SCOS through Creativity and Technology