Abstract
Learning to use digital technologies in creative ways requires more than knowing how to use specific software programs. An important aspect of becoming creative with computers involves knowing how to manipulate computers—in other words, to program them. Programming, however, is rarely seen as a creative activity. In this chapter we use the lens of computational thinking to look at how programming can actually lead to enhanced creativity. We provide two examples (one of a musician and another of a graphic designer) of how computational thinking, in combination with deep knowledge of a discipline, can lead to creative solutions far greater than would be possible with simply a human being working alone. Here the creative output is not determined either by only the individual or the technology but rather through a “partnership” between the two.
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This chapter is edited and derived from the following article, which originally appeared in the journal TechTrends (with permission from the publisher and editor). With thanks and credit to the Deep-Play Research Group and authors as noted:
Mishra, P., Yadav, A., & Deep-Play Research Group. (2013). Rethinking technology & creativity in the 21st century. TechTrends, 57(3), 10–14.
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Mishra, P., Henriksen, D. (2018). Of Art and Algorithms. In: Creativity, Technology & Education: Exploring their Convergence. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-70275-9_9
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DOI: https://doi.org/10.1007/978-3-319-70275-9_9
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