Abstract
This chapter presents four steps for teacher creativity as part of a design-based approach to problem-solving pedagogical challenges using virtual learning environments. Building on existing practices found in creative problem-solving and design thinking methodology, these steps explore change as a journey that begins with an intent to produce an outcome that improves a specific aspect of the learning experience. Glaveanu's five-A framework provides a sociocultural perspective to support the concept of teacher creativity in the classroom, while Kaufman and Beghetto's 4-C model serves as a developmental approach to evaluating outcomes based on the impact they have in the environment. Future opportunities for study, including integrating learning analytics and situating the different stages of creative problem-solving in education, are also discussed.
TopChange And Technology
What constitutes a change in education has remained a prominent topic among practitioner-scholars, administrators, and educational researchers (Hancock et al., 2007; Maddux et al., 1997; Montrieux et al., 2017). Alison King's (1993) Sage on Stage or Guide on the Side is one example of a change advocated toward existing methods of instruction. Within this popular article, King presents the instructor as a "Sage on the Stage" (p. 30) who facilitates the one-way transfer of information. King promotes change as a transition away from this pedagogical approach and toward a concept coined "Guide on the Side" (p. 30). With greater attention toward strategies like project-based learning, this term became a view to support approaches dedicated to student-centered instruction. Although debates continue for how much guidance is required to make these alternative approaches to learning effective (Kirschner, Sweller, & Clark, 2006; Sweller, Kirschner, & Clark, 2007), technology and teacher beliefs are influential factors when making a transition to something new. (Barak, 2017; Montrieux et al., 2017; Overbay et al., 2010; Zielinski, 2017). However, change toward an instructional approach does not necessarily require a change in the philosophical understanding of teaching and learning.
Key Terms in this Chapter
Teacher Creativity: Actions undertaken by the teacher in response to a problem: and the outcomes produced because of those actions.
Problem Statement: A short clarifying statement that includes a goal: a technology to help meet that goal, and a specific context.
Pro-C: A category of creative outcomes that produce systematic changes throughout a department: building, or school district.