Journal 9: Science + Technology = Creativity (and Fun!)

Citation: Mader, J;Smith, B (August 2009). Science + technology = creativity (and fun!). Learning & Leading with Technology, Retrieved August 5, 2009, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D

This article discusses ways to incorporate technology into the classroom to enhance student creativity. Many teachers and school districts have a desire to use more technology in their classrooms, but lack the insight of how exactly to make that happen. The article gave three helpful reminders: Give them the tools, give them the time, and be vague. The first two seem pretty obvious, but the third reminder- to be vague- is one that at first seems contradictory. It is important that teachers don't put too many limitations on projects when creativity is the goal, because restrictions will just hamper the creative process. Students need to be given the freedom to take assignments to wherever their imaginations can go so they can get the most out of the project. The article gave an example of a class where the students were doing presentations on waves, and one group did a music video instead of a more traditional PowerPoint. Once the other groups saw the music video, they were almost immediately propelled into wanting to explore their own creativity for the next assignment.

This article focuses on using creative technology in a science class- is this something that teachers can incorporate in other subjects? I think the three guidelines given in the article are guidelines that can be applied across any subject being taught in any classroom. Regardless of the nature of the assignment, teachers should remember to give their students the resources they need to complete the assignment, as well as give them a reasonable amount of time to complete the assignment. Creativity isn't something that can always happen over night- sometimes students might need to take a day or two to think about how they want to complete the assignment, so allowing for an extra day or so before the assignment is due can help facilitate this. Be vague in assignments translates to keeping them open-ended, so that students can pursue the assignment in a way that works for their own individual learning style. This will help students learn the most and have a more enjoyable time doing the project.

Are there any consequences to the third guideline- Be vague? There are always some risks when you provide few limitations on assignments. Some students may do the bare minimum and not take advantage of the freedom given to really explore the assignment. Other students may get a little too into the assignment and get off track of what the actual guidelines are. There is also a risk of students saying the grading isn't fair if they miss points because they can say that the guidelines weren't clear enough for them.

Is this a technique that can be used in all grade levels? I think this is something that can be very effective at all grade levels, but middle school and high school students may benefit more from such assignments. Students at younger grade levels might lack the experiences to give them more creative ideas, and may not how to structure an assignment with out strict guidelines to follow. I think it is still possible to use this technique at younger grades though, just maybe on a smaller scale. For example, in a first grade class you could have your students choose between paint, markers, clay, etc and have them draw a picture of anything that makes them happy. They get to choose the medium and the subject, but are still given enough tools to have an idea of how to start.