Understanding Creativity Enabled Through Information Technology

Here’s the question I’ve been asking myself: When technology enables a person to make something that looks professional without having to master any degree of craft, does that increase or decrease the likelihood of creativity? And can educators be lulled into a false impression that they have been developing creativity in students when using technologies that produce brilliantlooking results? Does my Wordle cloud give only the illusion of creativity?

A number of software applications are aligned to the “creating” level of Bloom’s taxonomy—for example, animation programs like Flipbook, video-editing programs like iMovie, and storytelling programs like Toontasic. However, no technology can guarantee creative output. How is giving a child access to the drawing program Kidpix different from giving a child a coloring book and praising him or her for staying in the lines?


Folksonomies: education creativity

/technology and computing (0.631422)
/hobbies and interests/magic and illusion (0.383508)
/family and parenting/children (0.241324)

drawing program Kidpix (0.976405 (positive:0.721330)), Creativity Enabled (0.935094 (positive:0.563034)), false impression (0.717488 (negative:-0.583415)), video-editing programs (0.688194 (positive:0.481330)), Information Technology (0.679017 (positive:0.563034)), Wordle cloud (0.662367 (neutral:0.000000)), creative output (0.641468 (positive:0.315088)), software applications (0.634631 (positive:0.392811)), child access (0.606522 (positive:0.721330)), animation programs (0.603111 (positive:0.547167)), Flipbook (0.348821 (positive:0.547167)), likelihood (0.336004 (neutral:0.000000)), iMovie (0.334064 (positive:0.481330)), illusion (0.304872 (neutral:0.000000)), Bloom (0.301355 (positive:0.360425)), question (0.299660 (positive:0.563034)), increase (0.296588 (neutral:0.000000)), person (0.294829 (positive:0.447667)), degree (0.287708 (positive:0.447667)), craft (0.287583 (positive:0.447667)), example (0.284639 (positive:0.360425)), students (0.280188 (negative:-0.583415)), technologies (0.280014 (negative:-0.583415)), results (0.279781 (negative:-0.583415)), number (0.276289 (positive:0.392811)), level (0.275671 (positive:0.360425)), Toontasic (0.274490 (positive:0.338855))

Information Technology:FieldTerminology (0.934189 (positive:0.441930)), Kidpix:Person (0.515306 (positive:0.721330)), Bloom:StateOrCounty (0.473960 (positive:0.360425)), software applications:FieldTerminology (0.432392 (positive:0.392811))

Information technology (0.930275): dbpedia | freebase
Computer program (0.808774): dbpedia | freebase
Computer software (0.803413): dbpedia
Application software (0.727662): dbpedia | freebase | opencyc | yago
Question (0.643544): dbpedia | freebase
Technology (0.642648): dbpedia | freebase
False Impression (0.627252): website | dbpedia | freebase | yago
Creativity (0.625648): dbpedia | freebase | opencyc

 Technology and the Illusion of Creativity
Periodicals>Magazine Article:  Johnson, Doug (April 2014), Technology and the Illusion of Creativity, Educational Leadership, April 2014 | Volume 71 | Number 7 , Retrieved on 2016-02-25
  • Source Material [www.ascd.org]
  • Folksonomies: technology creativity


    25 FEB 2016

     Education: Creativity

    Folksonomies: education creativity
    Folksonomies: education creativity