Creativity: a challenge for contemporary education

Grigorenko, Elena L.

doi:10.1080/03050068.2018.1541665

Cited by 47 publications

(37 citation statements)

References 105 publications

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“…One of the important aspects of the survey is that this huge budget for education expenditure shows the benefit ratio. The findings showed that the existing studies primarily focused on the following themes: effects on student achievement (Crocker & Mazer, 2018), changes to the classroom environment (Asino & Pulay, 2019), classroom uses (Siefert et al, 2019), effects on learner motivation and engagement (Zhang & Liu, 2019), and challenges to classroom integration (Grigorenko, 2019). What are the effects in the existing research on these specific technologies and their effects on student-teacher communications?…”

Section: Interactive Whiteboard (Smart Board) In Turkeymentioning

confidence: 99%

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Akyürek

2019

WJE

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This paper aims to investigate the teachers’ and students' views on using technology and its effect oncommunication/interaction. As noteworthy results have been succeeded in educational technology in recent years,evaluating the effects of technology integration on communication is now possible. Moreover, the impact oftechnology on the teachers' and students' communication is considered important. The present study examines thefactors or the impact of using technology between teacher-student communication/interaction in Turkey. This paperproposes both innovation diffusion theory (IDT) and integrating technology acceptance model (TAM) fromeducational communication perspectives. The case study method was used in the research. Case study is one of thequalitative approaches and requires in-depth analysis of a case resulting in a narrative description of behaviour orexperience of a person or a group. The sample of this study consists of 95 participants (77 students and 18 teachers)from a secondary school in Bursa/Turkey. Semi-Structured interviews were carried out with the participants includingissues; "using education technology on teacher and student technologies, the effect of using education technology andto improve teacher-student communication should be used asolution proposals for technologies in classrooms".Maxqda 11 program was used for the analysis of the interviews. As a result of the interviews, participants have beensuggested to use tablets in classrooms, sound insulation, use of never ending pen and no ringtones. The findings showthat the choice of educational technology is related to teachers’ perception which is communication/interaction withthe student can be enhanced using technology. However, the opposite is true for students.

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Section: Interactive Whiteboard (Smart Board) In Turkeymentioning

confidence: 99%

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Akyürek

2019

WJE

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“…In a business environment propelled by innovation, the workforce within organizations is expected to achieve their productivity goals and generate new ideas for improving products and processes. Creativity, problem-solving, and the generation of new ideas are the expectations that the labor market has of individuals [1]. Therefore, the education system should seek, among others, the development of creative thinking skills (CTS).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Creative Thinking Skills Development under Active Learning Strategies

2021

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Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and the educational environment has been reported; however, it is mainly based on qualitative and perceptual results. For this reason, we present this comparative, quantitative study in the context of a Mexican high school, weighing the effectiveness of the flipped learning and gamification teaching strategies against a conventional approach. The study revealed no differences in the learning environment; instead, the type of activity and the teamwork interaction affected CTS the most. However, those who participated in the learning Strategies (LS) evaluated themselves higher than their peers in the traditional classes. These results highlight the independence of CTS toward the referred LS and set a departing point for further research addressing the course activities’ qualities seemingly related to CTS enhancement.

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“…As a result, creativity remains a highly desired but still unachieved standard for educational systems (Grigorenko, 2019). The logical question that arises is: How can school education enhance children's creativity?To address this question, we need to rst clarify the de nition of creativity.…”

Section: Introductionmentioning

confidence: 99%

Factorial structure and internal consistency of the Russian version of Teachers Creativity Nurturing Behavior Scale (TCNB)

Sharma

Mirosnik³

2021

Preprint

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Creativity is valued as one of the key 21st-century skills. Though the importance of creativity and creativity nurturing is well-accepted yet it remains the unachieved standard for educational systems.Various factors contribute to fostering creative behavior but the role of a teacher is critical and crucial in nurturing the creative potential of the child. Thecurrent study aimsto adapt the Teachers Creativity Nurturing Behavior Scale (TCNB) in Russian and evaluate its psychometric properties. Factorial structure and internal consistency of the Russian TCNB were examined in the sample of 223 school teachers from 86 towns and rural areas of the Russian Federation and the Commonwealth of Independent States countries (88.8% females, Mage = 36.91, SDage = 10.57). The teaching experience of participants varied from 1 to 43 years (M = 14.39, SD = 10.58). The factorial structure of the TCNB was assessed by exploratory factor analysis, and the internal consistency was estimated by the omega coefficient. Results showed that the four-factor structure was the most appropriate given the data. The value of internal consistency reliability variedfrom .62 to .83 for different factors, providing evidence of acceptable consistency of the scale. Overall, this study demonstrated preliminary evidence of the psychometrical characteristics of the Russian TCNB. The discrepancies between English and Russian versions of TCNB, limitations of the study, and future research perspectives are discussed.

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Creativity: a challenge for contemporary education

Cited by 47 publications

References 105 publications

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Analysis of Creative Thinking Skills Development under Active Learning Strategies

Factorial structure and internal consistency of the Russian version of Teachers Creativity Nurturing Behavior Scale (TCNB)

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