Creativity and Technology in Education: An International Perspective

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10394779" target="_blank" >RIV/00216208:11410/18:10394779 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CKyq6Saxhx" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CKyq6Saxhx</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10758-018-9380-1" target="_blank" >10.1007/s10758-018-9380-1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Creativity and Technology in Education: An International Perspective

Popis výsledku v původním jazyce

In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.

Název v anglickém jazyce

Creativity and Technology in Education: An International Perspective

Popis výsledku anglicky

In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Technology, Knowledge and Learning

ISSN

2211-1662

e-ISSN

—

Svazek periodika

23

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

409-424

Kód UT WoS článku

000456514300004

EID výsledku v databázi Scopus

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