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Intro

  • Punya Mishra
  • Danah Henriksen
Chapter
Part of the SpringerBriefs in Educational Communications and Technology book series (BRIEFSECT)

Abstract

In this chapter we explain how this book came to be and introduce its broad thematic structure. The first three chapters offer a conceptual frame for the relationship between creativity, technology, and education. Chapters  4,  5, and 6 use the combinatorial and transdisciplinary nature of the creative process to make an argument for (in)disciplined learning. Creativity, we argue, is contextual and grounded in disciplinary knowledge, yet it also requires the ability to look across disciplines. Chapters  7,  8, and 9 provide a deep-dive into transdisciplinary creativity through three related domain specific lenses (engineering, computational thinking, and mathematics). Chapters  10,  11, and  12, focus on the broader structures (physical and virtual) within which creativity functions. We hope that these ideas will be of use to educators and practitioners as they seek to incorporate more creative work in their personal and professional lives.

References

  1. Csikszentmihalyi, M. (1997). Flow and the psychology of discovery and invention (p. 39). New York: Harper Perennial.Google Scholar
  2. Henriksen, D., & The Deep-Play Research Group. (2017). The 7 transdisciplinary cognitive skills for creative education. New York: Springer.Google Scholar
  3. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.Google Scholar

Copyright information

© AECT 2018

Authors and Affiliations

  • Punya Mishra
    • 1
  • Danah Henriksen
    • 1
  1. 1.Mary Lou Fulton Teachers CollegeArizona State UniversityTempeUSA

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