Playing with Thinkertoys to build creative abilities through onlineinstructionPurchase$ 31.50Tina L. Robbinsa, , and Kathleen Kegleyb, 1,aClemson University, Department of Management, 101 Sirrine Hall, Box 341305,Clemson, SC 29634-1305, United Statesb Synchlora LLC, Creative Leadership Development, United States2Received 16 January 2009; revised 25 May 2009; accepted 8 July 2009.Available online 15 July 2009.AbstractAlthough the importance of teaching creativity in higher education has been widelyrecognized, empirical research addressing the success of such attempts, has beenscant. The purpose of this study is to develop and evaluate the effects of an onlineCreative Thinking Program. The program included a series of modules whose design,content and instructional media were conceptually based on past theoreticalcontributions and research identifying criteria affecting the success of creativitytraining. Pre- and post-measures revealed a significant increase in the participants’creative self-efficacy as well as their creative abilities as measured by theTorrance Tests of Creative Thinking. We discuss the implications of the results fordeveloping creativity skills in university instruction as well as in organizationaltraining programs.Keywords: Creativity training; Divergent thinking skills; Higher education; TTCT;ThinkertoysArticle Outline1. Introduction2. The Creative Thinking Program2.1. Instructional design2.2. Instructional content2.3. Instructional media3. Methods3.1. Participants and procedure3.2. Measures4. Results5. DiscussionAppendix A. Sample assignments used in the Creative Thinking ProgramA.1. Brutethink assignmentA.2. Chilling Out assignmentA.3. Stone Soup assignmentReferences
Developing conceptual frameworks for creativity, ICT and teachereducationPurchase$ 31.50Avril Loveless, , Jeremy Burton and Keith TurveyEducation Research Centre, University of Brighton, Falmer, Brighton BN1 9PH, UKReceived 30 October 2004; revised 25 July 2005; accepted 26 July 2005.Available online 6 March 2006.AbstractThis paper presents the first phase of a study in teacher education, which exploredhow a conceptual framework for creativity with information and communicationtechnology (ICT) might be developed and expressed in professional development forprimary education pre-service and newly qualified teachers. The Creativity andProfessional Development Project (C&PD) involved 16 education ICT specialists inthe final stage of their BA in an English University. They participated in the projectto investigate their classroom practice in the use of ICT to promote creativity in themaking of digital video movies, and to reflect upon the development of their pedagogywith ICT in primary classrooms. The analysis focuses on the student teachers’experience of engaging in creative activities to prepare, teach and evaluate aschool-based project, and identified themes of their understandings and personalexperience of creativity, the contribution of ICT, and their reflections onprofessional development. This analysis raises the issue of designing learningexperiences, which promote and support creativity with ICT in the context of teacherlearning. A conceptual framework to describe creative practices with ICT in teachereducation was developed from the study.Keywords: Creativity; ICT; Teacher education; Primary education; ProfessionaldevelopmentArticle Outline1. Introduction: creativity and the context of the study2. Building on a conceptual framework2.1. A view of creativity2.2. Creative practices with ICT2.3. Teacher learning3. The conduct of the study4. Analysis of findings4.1. Understandings and experience of creativity4.2. The contribution of ICT4.3. Reflections on professional development5. Discussion
AcknowledgementsReferencesHow does information technology shape thinking?Purchase$ 31.50Sarit Barzilai, a, and Anat Zohar1, a, [Author vitae]a School of Education, The Hebrew University of Jerusalem, IsraelReceived 9 May 2006; accepted 15 August 2006. Available online 26 September2006.AbstractThis study revisits a classic yet still intriguing question regarding informationtechnology (IT): what difference does IT “really” make, in terms of peoplesthinking? In order to explore this question, the effects of IT in authentic researchsettings were studied through retrospective interviews with 24 academic researchers.Analysis of the researchers’ descriptions of their learning and thinking processesshows that the effects of IT on higher order thinking strategies can be classified,following Perkins [Perkins, D. N. (1985). The fingertip effect: How informationprocessing technology changes thinking. Educational Researcher, 14(7), 11–17], intofirst order effects and second order effects. First order effects of IT amplify orimprove existing thinking strategies, without changing their nature, while secondorder effects of IT cause significant changes in the researchers’ thinking strategies.The results demonstrate that both types of effects take place in authentic researchsettings, often existing side by side. This article explores several examples of theways in which IT affects higher order thinking strategies (such as forming researchquestions, constructing models and evaluating information), examines the types ofeffects created by IT, the conditions required for these effects to take place, and therole of distributed cognition.Keywords: Higher order thinking strategies; Cognitive effects of informationtechnology; Distributed cognitionArticle Outline1. Introduction2. Theoretical background2.1. Higher order thinking strategies2.2. The effects of IT on higher order thinking2.3. When does IT affect higher order thinking?2.4. Distributed cognition3. Rationale and purpose of the study
4. Method4.1. Participants4.1.1. Academic experience4.1.2. Level of computer use4.1.3. Academic disciplines4.1.4. Willingness to participate in the study4.2. Instrumentation4.3. Data collection and analysis4.4. Limitations5. Results5.1. The impact of IT on forming research questions5.2. The impact of IT on creating new connections5.3. The impact of IT on building models5.4. The impact of IT on evaluating information5.5. How are cognitive effects of IT created?6. Discussion6.1. How important are first order effects of IT?6.2. What conditions are necessary for creating meaningful effects of IT?6.3. Does IT lead to new thinking strategies?6.4. How are cognitions distributed?