Henriksen, Danah, Mehta, Rohit, and Rosenberg, Joshua M.
Journal of Technology and Teacher Education, v27 n1 p63-95 Jan 2019. 33 pp.
Technological Literacy, Self Efficacy, Creative Teaching, Educational Technology, Masters Programs, Graduate Students, Blended Learning, Teacher Educators, Teaching Methods, Teacher Attitudes, Summer Programs, Assignments, Cooperative Learning, STEM Education, Art Education, Inservice Teacher Education, Web Based Instruction, School Districts, Pedagogical Content Knowledge, and Outcomes of Education
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.
Henriksen, Danah, Henderson, Michael, Creely, Edwin, Ceretkova, Sona, Cernochová, Miroslava, Sendova, Evgenia, Sointu, Erkko T., and Tienken, Christopher H.
Technology, Knowledge and Learning, v23 n3 p409-424 Oct 2018. 16 pp.
Creativity, Technology Education, Educational Policy, Elementary Secondary Education, Educational Benefits, Barriers, Cross Cultural Studies, Correlation, Foreign Countries, Teaching Methods, Austria, Bulgaria, Czech Republic, Finland, Slovakia, and United States
In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.
Henriksen, Danah, Mishra, Punya, and Fisser, Petra
Educational Technology & Society, v19 n3 p27-37 2016. 11 pp.
Creativity, Educational Technology, Educational Change, Definitions, Systems Approach, Teacher Education, Educational Assessment, Educational Policy, Technological Literacy, Pedagogical Content Knowledge, Information Technology, and Faculty Development
In this article, we explore creativity alongside educational technology, as fundamental constructs of 21st century education. Creativity has become increasingly important, as one of the most important and noted skills for success in the 21st century. We offer a definition of creativity; and draw upon a systems model of creativity, to suggest creativity emerges and exists within a system, rather than only at the level of individual processes. We suggest that effective infusion of creativity and technology in education must be considered in a three-fold systemic manner: at the levels of teacher education, assessment, and educational policy. We provide research and practical implications with broad recommendations across these three areas, to build discourse around infusion of creative thinking and technology in 21st century educational systems.
Social Media, Research Methodology, Ethics, Privacy, Informed Consent, Public Opinion, Attention, Emotional Response, Power Structure, and Accountability
Published in 2014, the Facebook "emotional contagion" study prompted widespread discussions about the ethics of manipulating social media content. By and large, researchers focused on the lack of corporate institutional review boards and informed consent procedures, missing the crux of what upset people about both the study and Facebook's underlying practices. This essay examines the reactions that unfolded, arguing the public's growing discomfort with "big data" fueled the anger. To address these concerns, we need to start imagining a socio-technical approach to ethics that does not differentiate between corporate and research practices.
Creativity is increasingly viewed as an important 21st century skill that needs to be taught in schools. This emphasis on creativity is often reflected by having students engage in open-ended, 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.
Nilsson, Johanna, Leonard, Lynn, Barazanji, Danah, and Simone, Rachel
Journal of School Counseling, v8 n16 2010. 18 pp.
Twins, School Counselors, Student Placement, Knowledge Level, Attitude Measures, Siblings, School Policy, Parent Participation, Age Differences, and Decision Making
This study investigated 65 school counselors' perception of classroom placement of twins and multiples. The results show that most of the participants had twins and multiples in their schools, but that they were neither aware of their school district nor building's policy regarding placement. Most participants supported early separation, already at preschool or kindergarten, and believed that separation would have a positive impact on the children's development. Yet, over 70% reported having no training on issues associated with twins and multiples in the school system. Implications for research and practice are addressed.
This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.
Shaltry, Chris, Henriksen, Danah, Wu, Min Lun, and Dickson, W. Patrick
TechTrends: Linking Research and Practice to Improve Learning, v57 n3 p20-25 Mar 2013. 6 pp.
Educational Technology, Elective Courses, Preservice Teacher Education, Learning Strategies, Undergraduate Students, Preservice Teachers, Portfolios (Background Materials), Education Courses, Web 2.0 Technologies, Social Networks, Internet, Computer Uses in Education, Technology Integration, Web Sites, College Instruction, Teaching Methods, and Course Descriptions
In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers--helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn "with" and "about" technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community.
Nilsson, Johanna E., Barazanji, Danah M., Heintzelman, Ashley, Siddiqi, Mubeena, and Shilla, Yasmine
Journal of Multicultural Counseling and Development, v40 n4 p240-252 Oct 2012. 13 pp.
Disabilities, Females, Refugees, Law Enforcement, Mental Health Workers, Interviews, Adjustment (to Environment), Children, Mother Attitudes, Qualitative Research, Cultural Differences, Parent Role, Discipline, Parent Child Relationship, School Counseling, Somalia, and United States
Somali women were interviewed regarding their children's adjustment. Qualitative analysis revealed 5 themes: cultural comparisons, concerns about children, parents' loss of disciplinary authority, available support, and the future. The women discussed changes in their children, such as loss of respect and threats to use law enforcement against parents. They also discussed their loss of parental authority and the lack of support from U.S. institutions. Implications for schools and mental health professionals are presented.
Background/Context: There is a strong sense in education that creativity should be nurtured in classroom settings, yet there is little understanding of how effective and creative teachers function (Cropley, 2003; Robinson, 2011; Sawyer, 2011). Existing research has recognized that successful/creative people in any discipline use creative avocations to enhance their professional thinking (Simonton, 2000). Root-Bernstein (1996, 1999) demonstrated a strong connection between the professional and personal-life creativity of highly accomplished scientists, which has been applied to other disciplines. Until now, however, this phenomenon has not been applied to exemplary teachers. This study focuses on a broader picture of how exceptional teachers use creativity in the classroom. Purpose/Objective: This study documents the ways in which successful, award-winning teachers function creatively in their classrooms. It investigates their beliefs about creativity in teaching--what "creativity" means, and how skilled teachers instantiate it in classroom practices. Finally, this research examined the teachers' personal creativity (in terms of creative pursuits, hobbies, and habits of mind) and the practical ways this translates into teaching. Research Design: A qualitative research design was used for in-depth interviews with highly accomplished teachers. Detailed interview data was gathered from eight recent National Teacher of the Year award winners/finalists, to investigate creative classroom practices and beliefs about creativity among exceptional teachers across varied teaching contexts. Qualitative coding of phenomenological research described important themes arising from the creative practices and beliefs of the participant teachers. Findings: Findings reveal how excellent teachers actively cultivate a creative mindset. Results show how excellent teachers are highly creative in their personal and professional lives, and that they actively transfer creative tendencies from their outside avocations/interests into their teaching practices. This study describes common themes in creative teaching, including intellectual risk taking, real-world learning approaches, and cross-disciplinary teaching practices. Conclusions/Recommendations: Current U.S. educational policy, with its emphasis on high-stakes testing and scripted, "teacher-proof" curricula, have impeded creativity in teaching and learning. Based on the findings of this study, suggestions for curricula include the incorporation of teachers' unique personal creative interests in lessons, along with infusion of the arts and music across varied disciplinary content. Teacher education programs and professional development courses should include a focus on both real-world, cross-disciplinary lesson planning, while administrators and policymakers should support opportunities for teachers to take creative and/or intellectual risks in their work.
Bulletin of Science, Technology & Society, v30 n5 p316-327 Oct 2010. 12 pp.
Group Dynamics, Social Networks, Computer Mediated Communication, Political Attitudes, Pregnancy, Physicians, and Homicide
The principle of homophily says that people associate with other groups of people who are mostly like themselves. Many online communities are structured around groups of socially similar individuals. On Twitter, however, people are exposed to multiple, diverse points of view through the public timeline. The authors captured 30,000 tweets about the shooting of George Tiller, a late-term abortion doctor, and the subsequent conversations among pro-life and pro-choice advocates. They found that replies between like-minded individuals strengthen group identity, whereas replies between different-minded individuals reinforce in-group and out-group affiliation. Their results show that people are exposed to broader viewpoints than they were before but are limited in their ability to engage in meaningful discussion. They conclude with implications for different kinds of social participation on Twitter more generally. (Contains 1 table and 5 figures.)
Social Networks, Web Sites, Internet, Figurative Language, Access to Information, Media Literacy, Democracy, Stimulation, Social Justice, Power Structure, and Information Technology
The future of Web 2.0 is about content streams or streams of information. The metaphor implied by "streams" is powerful. The idea is that individuals are living inside the stream: adding to it, consuming it, redirecting it. The goal today is to be attentively aligned--"in flow"--with these information streams, to be aware of information as it flows by, grabbing it at the right moment when it is most relevant, valuable, entertaining, or insightful. In this article, the author discusses shifts in the media landscape, and the flow of information through social media.