{"id":54327,"date":"2021-06-02T15:54:24","date_gmt":"2021-06-02T19:54:24","guid":{"rendered":"https:\/\/edtechteacher.org\/?p=54327"},"modified":"2021-06-03T08:34:37","modified_gmt":"2021-06-03T12:34:37","slug":"understanding-and-unleashing-student-creativity","status":"publish","type":"post","link":"https:\/\/edtechteacher.org\/understanding-and-unleashing-student-creativity\/","title":{"rendered":"Understanding and Unleashing Student Creativity"},"content":{"rendered":"\n

This is the first of a two-part series.<\/em><\/p>\n\n\n\n

Why student creativity?<\/strong><\/p>\n\n\n\n

To begin, let\u2019s put student creativity in a societal context. For a long time now, we\u2019ve witnessed machines replacing humans in performing routine physical and cognitive tasks, like those in assembly lines and basic office tasks. However, computers are becoming so sophisticated that they are learning to perform complex cognitive tasks.<\/p>\n\n\n\n

These advances in \u201cmachine learning\u201d have led the World Economic Forum<\/a> to predict that by 2025, robots will handle 52 percent of current work tasks and that by next year, \u201ceven work tasks overwhelmingly performed by humans today \u2014 communicating, interacting, coordinating, managing and advising \u2014 will begin to be taken on by machines\u201d. So, a challenge facing educators is to prepare students to thrive in an increasingly tech-infused work environment.<\/p>\n\n\n\n

Fortunately, humans have a distinct advantage over computers. While computers excel in structured sequences that follow rules and models, we humans outperform machines at solving new problems. Computers have no imagination and are ill-equipped to solve abstract, unstructured cognitive challenges. We human beings are creative in the face of novel challenges and can innovate even in completely new environments.<\/p>\n\n\n\n

So, student creativity is important beyond simply an opportunity for students to express themselves. \u201cBeing creative,\u201d writes creativity expert Sir Ken Robinson<\/a>, \u201cis at the heart of being human and of all cultural progress.\u201d Robinson emphasizes that it\u2019s our capacity to be creative that is required to address today\u2019s complex issues. Author Marcus Du Sautoy of The Creativity Code<\/em><\/a> adds that because machines lack consciousness computers can never be more than a tool for extending human creativity. DuSautoy urges us to leverage our creativity to make the most out of data-based machines and further human progress. <\/p>\n\n\n\n

So, as we think about nurturing student creativity, we need to keep in mind that humans possess more cognitive flexibility and adaptability than rules-based computers, and our teaching should strive to hone and express that creativity. Student creativity is not only about self-expression; it\u2019s a critical educational objective.
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What is student creativity?<\/strong><\/p>\n\n\n\n

In Developing Student Creativity<\/a><\/em>, authors Kettler, Lamb, and Mullet point out that creativity has three defining characteristics: originality, usefulness, and appropriateness. In short, creativity is the generation of high-quality ideas or products that are novel, useful, and appropriate within the context of a task.<\/p>\n\n\n\n

An original idea or product is a novel one, but it does not have to be completely<\/em> new. In other words, creativity can manifest itself simply by changing one\u2019s approach to a problem or issue. So, originality can include new perspectives or new interpretations on an existing topic or phenomenon. <\/p>\n\n\n\n

But, novelty is not enough. In an educational environment, students must generate creative ideas or products that fall within the curricular scope of what is useful and appropriate. In other words, student creativity must be helpful and relevant in addressing the academic topic at hand. Creative ideas should add value to a specific academic pursuit.<\/p>\n\n\n\n

Here are a few examples of creative student responses via Developing Student Creativity<\/em>:<\/p>\n\n\n\n