TEACHER educators, COVID-19, ONLINE education, VIDEOCONFERENCING, VIRTUAL classrooms, SELF-contained classrooms, and MOBILE learning
In the COVID-19 shift to online education, many teacher educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous video appears to offer more immediate replicability of existing f2f synchronous teaching. However, moving pedagogically from one medium to another is not always a smooth transition. The COVID-19 situation has forced urgent transitions, and without adequate opportunities to design for a new medium, some instructors have struggled. We propose that Bruner's concept of folk pedagogies is a useful theoretical position for understanding pedagogical change in this new environment. We highlight issues and offer possible approaches and implications for teacher educators who deploy video conferencing technologies, using a rejuvenated view on folk pedagogies. [ABSTRACT FROM AUTHOR]
TEACHERS, SELF-confidence, MASTER'S degree, DIGITAL technology, and EDUCATIONAL technology
Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to teaching--a creatively focused technology fluent (CFTF) mindset. Following our work with five cohorts of educational technology master's degree students in hybrid classes designed to support this mindset (n = 74), we report evidence on such an approach. Teachers reported growth in their confidence in using not only technologies they directly experienced but also significant increases in confidence with technologies overall (even with tools they did not use/learn). We discuss implications of these findings with an emphasis upon how teacher educators can support creative teaching with technology regardless of the available technologies. [ABSTRACT FROM AUTHOR]
CREATIVE ability, JOB skills, SCHOLARLY method, TEACHER education, and PROFESSIONAL education
Creativity is increasingly viewed as an important 21st century skill that should be taught in schools. This emphasis on creativity is often reflected by having students engage in openended, project based activities and assignments. A key challenge faced by educators is how such assignments are to be evaluated. An in-depth review of existing tests of creativity indicates a relative lack of instruments or rubrics for evaluating creative artifacts. We address this gap by a two-step process. First, we provide a definition of creativity based on current research and scholarship as being something that is NEW, i.e. novel, effective, and whole. Next, we utilize this definition to develop a rubric that seeks to evaluate creative artifacts along these three dimensions. We also provide examples of how this rubric has been used to evaluate student created artifacts in a master's level seminar devoted to creativity in teaching and learning. We provide not just the rubric but also examples of projects that score low to high along these three dimensions. We argue that this line of work, though in its initial stages, has much to offer educators as they seek to evaluate student generated creative artifacts. We end with suggestions for future research in this area as well as its implications for teacher education and teacher professional development. [ABSTRACT FROM AUTHOR]
The article discusses various reports published within the issue which includes creativity in education, effective uses of technology for teaching and learning and graduate level course for in-service teachers to develop their own creativity.