This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.

2. “Creativity is as important as literacy and numeracy, and I
actually think people understand that creativity is
important - they just don't understand what it is.”
~Ken Robinson

3. Creative thinking
imagination
innovation
originality
lateral thinking
divergent thinking

4. CRITICAL & CREATIVE THINKING
• Current definitions of literacy only account for the gaining
of new knowledge, skills, and attitudes, but do not
include the deeper components of intention, reflection,
and generativity.
• The addition of aptitude and creativity to the definition
emphasizes that digital literacy is an iterative process that
involves students learning about, interacting with, and
then demonstrating or sharing their new knowledge
(New Media Consortium, 2015)

5. DIGITAL TRENDS
• The trend in instructional environments is one of encouraging teachers to use
digital tools that teach production skills as well as fostering creativity.
• Educators become creators
• Professors of educational technologies must take a leadership role in teaching
future teachers how to embrace the creative spirit
• Can be done both the undergraduate and graduate levels, with professors being
encouraged to dive into their own creativity in teaching
• Adding that failure can enrich the drive for creativity.

6. CREATIVE ROADBLOCK & SOLUTION
College student is often afraid of failure…
….which in their minds will lead to a lower score on rubric.
Create a comfort zone for students showing that failure is
important for creative growth

7. DIVERSE INSTRUCTORS
Seton Hall instructors have backgrounds in
photography, digital design, curriculum design, instructional design
and museum studies.
The more diverse the instructor background, the more creative the course
experiences.
Students who have taken courses in the educational technology program, have
shown to be innovative in their other education courses.

8. CHANGE IMPLEMENTATION
Changing educational technology instruction within the CEHS Instructional
Design and Technology Program at SHU.
Have shifted over the last two years, from traditional classroom settings
environments but also online and blended.
Creativity is woven throughout course curriculums and its importance is even
higher in the three production courses which focus on innovative student
created products.

9. • Graduate students are encouraged to take creative risks, and be comfortable
with being messy because it can lead to inspire and produce new knowledge
and practices.
• Students are encouraged to be innovative and creative without the fear of
failure.
• Projects assigned to both graduate and undergraduates in these course are
projects that require creation and transformation, not just reading and
writing, student learning takes place by doing something with the
information that they have consumed.
CHANGE IMPLEMENTATION

10. CHANGING THE MINDSET
If creativity thrives in intellectually messy environments, where
collaboration is encouraged and students are allowed to make
decisions as well as becoming risk takers then the question
remains…how can I help shift the mindset of the current student?

11. SCAMPER
is a creative thinking strategy. It is based on the
idea that everything new is based upon something that
already exists.

12. • S – Substitute – What can be substituted?
Search for something to use in its place
• C – Combine – How can it be combined with other things?
Combine purposes and units, appeals and uses, people and
programs
• A – Adapt – How can it be adapted? What different contexts can be
considered? Different Directions?
What different contexts can be considered? Different directions?

13. • M – Magnify, minimize, modify – How can it be enlarged, reduced,
altered
• P – Put the idea to another use – To what other used can it be put?
• E – Eliminate – What aspects or elements can be eliminated?
What can be understated or streamlined?
• R – Rearrange and reverse – What can be rearranged, perhaps
reversed? What components can be interchanged or adjusted?
A perspective to see things in new ways

14. INTEGRATING GOOGLE DRIVE
The Course
BMIE 1001/EDST 6210 Real World Technologies
Delivery
ONLINE over 7 Weeks
Demographics
Freshman through Graduate

15. COURSE DESCRIPTION
Course Description
• This course is an introduction to computers and computing,
problem solving and the impact of computers and technology in
our lives. This course will provide a working knowledge of
computers, hardware and software programs including word
processing and presentation tools and online collaboration and
storage options. Specific topics of focus for this course include
ethics in a digital age, the impact of technology in specific
industries, collaborating and communicating in a digital age and
environment and cybercrime and the importance of protecting
your data and personal information.

17. REASON FOR USE
Revising student’s work
Providing feedback
Track Changes
Connect to powerful apps
Photo and Video Editing
Dynamic Chards and Graphs

18. Explore the Apps
Think of it as playing in
a sandbox of free
tech tools
REASON FOR USE

19. STUDENT FEEDBACK
Using a document sharing device, such a Google Drive to do this project
was very helpful. Being able to have one folder that everyone could put
their work into rather than having a long thread of emails back and forth
was definitely a pro of using Google Drive. The only thing that did not
work was the timing of everyone. It was hard to get everyone to do the
project at the same time. It would have been easier to do face to face.
Because this is an online course it was hard for everyone to submit their
work at the same time. But because of the resourcefulness of Google
Drive it was easier to collaborate with each other to do the project.

20. STUDENT FEEDBACK
There are some advantages to working collaboratively online. The
biggest one would be able to bring great minds together to work
together for a common goal. Students and professionals are able to
come together to figure out a problem and find its ultimate solution. In
our case, we didn’t need to meet once in person. Rather then try to
schedule a time that would work for three people, we each contributed
to the piece separately at on our own time. Once the roles were
designated, we were all able to make sure we had our portion of the
piece submitted at the appropriate time.

21. STUDENT FEEDBACK
I have never done a project like this before, using a shared document to produce a
group paper. What I think is a positive of using this is we can working on the paper
and make changes to it at any time. We don’t all have to try and figure out a day to
meet up and try and writing everything all at once. This method definitely works
well with people like me who I play a sport and always am traveling so I could work
on the paper while I am away at a game. What I think is hard is we can’t really sit
and talk about any questions we have or issues we have with the paper. Everything
is done through this program or email which sometimes can make it a little
difficult. For a college courses I just think this program is very useful for all types of
people and their schedules. The program can do a lot of different activities and I
think gives projects a little twist and makes it more interesting.

22. COURSE PRODUCTS
Assignment #1: Discussion Questions
Assignment #2: Create Google Drive Account and Shared Folder
Assignment #3: Introduce Yourself
Assignment #4: Ethical Computing
Assignment #5: Web Site Evaluation
Assignment #6: Plagiarism Copyright Project
Assignment #7: Citing Website Sources
Assignment #8: Professional Development Resource List
Assignment #9 : 7 Things You Should Know Paper - EDUCAUSE
Assignment #10: Things You Should Know Presentation -
THE SEVEN QUESTIONS
1.What is it?
2.How does it work?
3.Who's doing it?
4.Why is it significant?
5.What are the downsides?
6.Where is it going?
7.What are the implications for
higher education?

23. STUDENT PODCASTS

24. ~Ken Robinson

25. NEW ADDITIONS
SPRING 2016
• Blendspace
Blendspace allows educators to blend their classroom with digital content.
• Slideshare
Discover, Share, and Present presentations and infographics with the world’s largest professional content sharing
community.
• Wunderlist
Keep your life in sync. Wunderlist is the easiest way to get stuff done. Whether you’re planning a holiday, sharing a
shopping list with a partner or managing .
• Canva
Canva makes design simple for everyone. Create designs for Web or print: blog graphics,
presentations, Facebook covers, flyers, posters, invitations and so much more..
• Google keep
Quickly create, access and organize notes, lists and photos with Google Keep.
All your notes are automatically stored in Drive.

26. JOSEPH MARTINELLI, ED.D.
ASSOCIATE DEAN
COLLEGE OF EDUCATION AND HUMAN SERVICES
SETON HALL UNIVERSITY
Joseph.martinelli@shu.edu

27. References
Grant, P. (2014, June 16). Teaching Creativity - Can We Do It? And If We Can, How? Retrieved from Clarity
Innovations: https://www.clarity-innovations.com/blog/pgrant/teaching-creativity-can-we-do-it-and-if-we-can-how
Johnson, D. (2014, April). Power Up! / Technology and the Illusion of Creativity. ASCD Educational Leadership, 84-85.
Retrieved from ASCD: http://www.ascd.org/publications/educational-leadership/apr14/vol71/num07/Technology-
and-the-Illusion-of-Creativity.aspx
New Media Consortium. (2015). Horizon Report 2015 Higher Education Edition. Austin, Texas: New Media
Consortium.
Preble, L. (2015). Teachers Must Encourage Student Creativity. Retrieved from TeachHub:
http://www.teachhub.com/teaching-creativity
Provenzano, N. (2015, July 15). Fostering Creativity With Makerspaces. Retrieved from Edutopia:
http://www.edutopia.org/blog/fostering-creativity-with-makerspaces-nicholas-provenzano
Robinson, K. (2001). Out of Our Minds: Learning to be Creative. New York: Wiley.
Satell, G. (2014, January 27). How Technology Enhances Creativity. Forbes.