Build-A-Bug Workshop: Designing a Learning Experience with Emerging Technology to Foster Creativity
This collective case study uses a design-based research approach to investigate the role of 3D pens, an emerging technology, in fostering creativity during a lesson on biomes, genetics, and heredity with learners in six classes of 4th and 5th grade students from rural Michigan and Idaho. Data analyzed included video of the classroom lessons, student surveys, student created artifacts (planning grids, sketches, photos of their 3D bugs), and student created Flipgrid reflections. We used a collective case of three cases encompassing nine students with self-reported high, median/mean, and low creativity scores to investigate how these scores and creative products aligned. Three major themes emerged across and within the cases: aspects of originality were found in all products, positive and negative aspects of technology use, and affect towards the activity. The results of this study offer understandings into design of activities to foster creative perception and production in the classroom.
KeywordsEmerging technology Teaching for creativity Creative product Design based research Collective case
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent/verbal assent was obtained from all individual participants included in the study.
- Cropley, A. J. (1997). Fostering creativity in the classroom: General principles. In M. A. Runco (Ed.), The creativity research handbook (Vol. 1, pp. 83–114). Cresskill, NJ: Hampton Press.Google Scholar
- Dousay, T. A. (2018). Designing for creativity in interdisciplinary learning experiences. In K. A. Persichitte, A. Suparman, & J. M. Spector (Eds.), Educational technology to improve quality and access on a global scale (pp. 43–56). New York: Springer. https://doi.org/10.1007/978-3-319-66227-5_5.CrossRefGoogle Scholar
- Hatch, J. V. (2016). Using engineering challenges to cultivate scientific creativity [unpublished master’s project]. University of Alberta. https://doi.org/10.7939/R3M86G .
- Henriksen, D., Mishra, P., & Mehta, R. (2015). Novel, effective, whole: toward a NEW framework for evaluations of creative products. Journal of Technology and Teacher Education, 23(3), 455–478.Google Scholar
- Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice (pp. 154–170). Needham Heights, MA: Allyn & Bacon.Google Scholar
- International Society for Technology in Education (2016). ISTE standards for students. Retrieved from https://www.iste.org/standards/for-students.
- Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: the role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19(2–3), 247–258. https://doi.org/10.1080/10400410701397339.CrossRefGoogle Scholar
- Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308. https://doi.org/10.1037/a0029751
- Kaufman, J. C., & Beghetto, R. A. (2009). Creativity in the schools: Renewed interest and promising new directions. In P. A. Alexander, M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (pp. 165–175). New York: Routledge. https://doi.org/10.4324/9780203106525.ch11.Google Scholar
- Kaufman, J. C., Beghetto, R. A., & Dilley, A. (2016). Understanding creativity in the schools. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems (pp. 133–153). Springer International Publishing. https://doi.org/10.1007/978-3-319-28606-8_6.
- Kincaid, J. P., Fishburne, R. P., Jr., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new readability formulas (automated readability index, fog count and flesch reading ease formula) for Navy enlisted personnel Retrieved from http://www.dtic.mil/docs/citations/ADA006655.
- National Advisory Committee on Creative and Cultural Education (NACCCE) (1999). All our futures: Creativity, culture and education. Sudbury, Suffolk. Retrieved from http://sirkenrobinson.com/pdf/allourfutures.pdf.
- Rieber, L. P., & Welliver, P. W. (1989). Infusing educational technology into mainstream educational computing. International Journal of Instructional Media, 16(1), 21–32.Google Scholar
- Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage.Google Scholar
- U.S. Department of Education (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan Update. Washington, D.C. Retrieved from https://tech.ed.gov/files/2017/01/Higher-Ed-NETP.pdf.
- Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Introducing educational design research. In J. Van den Akker, S. McKenney, K. Gravemeijer, & N. Nieveen (Eds.), Educational design research (pp. 67–90). London: Routledge. https://doi.org/10.1111/j.1467-8535.2008.00855_1.x.CrossRefGoogle Scholar