Preliminary viewing: Ken Robinson: “Do schools kill creativity”. Available at http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html Focus question: What is creative teaching? How could ICT support this? Lecture: The art of teaching. Teaching as craft. Working with digital media. Fostering an atmosphere of creativity. ICT and a creative curriculum. Task: Preparatory work for your foundation subject teaching resource. Development of technical skills.

1. Y3 BA PRIMARY EDUCATION
2012-2013
ICT AND A FOUNDATION SUBJECT
LECTURE 3
CREATIVE USE OF
ICT IN TEACHING

2. Be confident and creative in your
use of ICT to teach across the
primary curriculum, with a
particular focus on a specific
foundation subject

3. REFLECTIONS ON
ROBINSON

4. CREATIVITY
“Imagination is not the same as
creativity. Creativity takes the process
of imagination to another level. My
definition of creativity is “the process
of having original ideas that have
value.” Imagination can be entirely
internal. You could be imaginative all
day long without anyone noticing. But
you never say that someone was
creative if that person never did
anything. To be creative you actually
have to do something.”

5. CONSTRUCTIONISM
“Constructionism - the N word as
opposed to the V word - shares
contructivism’s view of learning as
“building knowledge structures”
through progressive internalization of
actions... It then adds the idea that this
happens especially felicitously in a
context where the learner is
consciously engaged in constructing a
public entity, whether it’s a sand castle
on the beach or a theory of the
universe.
Papert 1991

6. DIY

7. DIGITAL MAKERS
We want to equip our young people to be confident
contributors and makers, able to harness and
control digital technology to positively engage
socially and economically with their communities.
We want to see young people, even children,
supported to be more critical in their use of digital
technologies; taught computational thinking, and
using digital tools like 3D printing, control
systems, or game making software, to creatively
solve problems, make businesses, express them-
selves, and influence others.

8. What is creative teaching?
How could ICT support this?

9. THE ART OF TEACHING
Originality
Playfulness
The pursuit of excellence

10. “Be daring, be different,
be impractical, be
anything that will assert
integrity of purpose and
imaginative vision
against the play-it-
safers, the creatures of
the commonplace, the
slaves of the ordinary.”
Cecil Beaton

11. “It took me a lifetime
to learn to draw like
them”
Picasso,
on visiting an exhibition of
drawings by children

12. “Whatever is worth
doing at all is worth
doing well.”
Earl of Chesterfield

13. BEAUTY OR UTILITY?
“If you want a golden rule that
will fit everybody, this is it:
Have nothing in your houses
that you do not know to be
useful, or believe to be
beautiful.”
William Morris, 1880

14. ART OR CRAFT?
I would describe programming as a craft,
which is a kind of art, but not a fine art.
Craft means making useful objects with
perhaps decorative touches. Fine art
means making things purely for their
beauty.
RMS

15. A DESIGN SCIENCE?
In the arts anything goes; the
imperative is to create a powerful
experience for the audience. That is
not true for teaching; it must do more
than that. It also has a formally
defined goal. The imperative for
teaching is that learners develop their
personal knowledge and capabilities…
It is closer to the kind of science, like
engineering, computer science, or
architecture, whose imperative it is to
make the world a better place: a
design science.

16. SOFTWARE
CRAFTSMANSHIP
Not only working software,
but also well-crafted software
Not only responding to change,
but also steadily adding value
Not only individuals and interactions,
but also a community of professionals
Not only customer collaboration,
but also productive partnerships

17. CRAFT OVER ART
Craftsmanship is built upon strong
relationships. Focus on delivering value to
your customer over advancing your own
self-interests.
As a craftsman you are primarily building
something that serves the needs of others,
not indulging in artistic expression.
The things we build for customers can be
beautiful, but must be useful. Part of the
process of maturation encompassed by
this pattern is developing the ability to
sacrifice beauty in favor of utility if and
when it becomes necessary.

18. TEACHING AS CRAFT

19. Growth mindset - effort is what makes
you smart or talented
A need to adapt and change
Pragmatic rather than dogmatic
Share what we know
A willingness to experiment (and be
proven wrong)
Taking control of and responsibility for
our destinies
Debate, dissent and disagreement are
better than blind deference
A commitment to inclusiveness
Skills rather than processes
Situated learning (expert in earshot)

20. THE CRAFTSMAN
“The laborer with a sense of craft becomes
engaged in the work in and for itself
the satisfactions of working are their own
reward
the worker can control his or her own actions
at work
skill develops within the work process
work is connected to the freedom to
experiment”
“It is by fixing things that we often get to
understand how they work.”

21. Preparatory work for your foundation
subject teaching resource.
Development of technical skills.

22. FOR NEXT WEEK
… and try to find
some work done
by a primary pupil
using ICT in your
subject