Computer Games and Their Impact on Creativity of Primary Level Students in Tehran

Creativity is about being sensitive to dilemmas, losses, problems, and existing errors, making propositions about and examining such issues, which finally leads to innovative findings. On the other hand, it seems that games are important in this process; since they can improve creativity of the individuals. Thus, this research pays attention to the question that whether computer games affect creativity of students at primary level in schools or not? Moreover, in this study, students of 3 main districts of Tehran municipality were studied. Based on the available data of the ministry, there were 51740 students studying in these three districts. Thus, 381 students were randomly selected as the research sample. Findings revealed that all computer games, i.e. puzzle, intellectual, and enigma, affect creativity of students at primary level in schools to different extents.

Visual Literacy and New Technologies

This body of research addresses the connection between arts, identity and new technology, and investigates the impact of images on adolescent identities, the relationship between online modes of communication and cyber-bullying, the increasing visualization of information and explores the way drawing and critical analysis of imagery develops visual literacy. Commissioned by Adobe Systems Pty Ltd, Australia (2003) to compile the Visual Literacy White Paper, Bamford’s report defines visual literacy and highlights its importance in the learning of such skill as problem solving and critical thinking. Providing strategies to promote visual literacy and emphasizing the role of technology in visual communication, this report has become a major reference for policy on visual literacy and cyber-bullying in the UK, USA and Asia

Creativity in Schools: A Survey of Teachers in Europe

This report examines teachers' perceptions about creativity for learning and their reflection on their own teaching practices. Teachers' opinions where collected through an online survey which gathered data from 32 countries and at distinct school levels. For the scope of this report, only responses from teachers from EU27 and teaching in obligatory schooling were examined (ISCED levels 1 and 2). This amounts to a total of 7659 responses. Almost all surveyed teachers have an encompassing view of creativity: 98% believe that creativity can be applied to every domain of knowledge and 96% that creativity can be applied to every school subject. Almost nine out of ten teachers in this survey endorse a democratic view of creativity sustaining that everyone can be creative (88%). Teachers' opinions on creativity in education are much stronger than their practices. While teachers claim to foster many skills that are connected to creativity, traditional teaching and assessment methods and resources are still predominant. The vast majority of surveyed teachers claim that technology has improved their teaching (85%) and that ICT can be used to enhance creativity (91%). Internet has become an important tool for teachers to update their own knowledge for use in their lessons (90%), to prepare handouts and material (89%) and to search for teaching material (87%). Notwithstanding the high importance attributed to technology, its use seems to be still teacher-lead. Only half of the teachers (53%) claim to let their students use a wide range of technologies to learn (videos, mobiles, cameras, educational software, etc). Moreover, the potential of Web2.0 technologies is still untapped and more than half of teachers surveyed (54%) disagree that mobile phones could be important for learning. Teachers claim to need more support and are willing to undergo more training. Teacher training on the use of ICT for education was received by less than half of respondents. Only one-fourth of our sample (25%) agreed that the quality of ICT in their school is excellent. Only less than a quarter of respondents (23%) deem to have learnt how to teach during initial teacher training.JRC.DDG.J.4-Information Societ

From wicked problem to design problem: Developing actionable briefs and solution opportunities through a collaborative, multidisciplinary design-led approach

This paper argues that using a design-led approach is highly beneficial when tackling complex problems to transform ambiguity into actionable design briefs and solution opportunities. This is evidenced by way of an ongoing project with a large public-sector organisation. Northumbria University’s School of Design academic experts use design-led approaches to innovation that promote ‘creative fusion’ between diverse stakeholders in order to tackle ‘wicked problems’. The authors continue this work as part of an AHRC/ERDF-funded programme entitled Creative Fuse North East (CFNE), along with five regional universities, of which the project discussed here is a part. The main objective of which is to develop and deploy approaches to innovation that apply skills from creative graduates to benefit the wider creative economy, address barriers to innovation and promote growth and sustainability within and without of the Creative, Digital and IT sector (CDIT). It will be argued that to do this it is vital to convert stakeholders into co-creation activists empowered with the creative confidence required to speculate about uncertain futures

Literature in the Australian English Curriculum: Victorian Primary School Teachers’ Practices, Challenges and Preparedness to Teach

The introduction of the Literature strand within the Australian Curriculum requires all teachers to engage students in print and digital literature that embrace the cross-curriculum priorities and support students to examine, evaluate, and discuss literary texts. However, such curriculum change assumes that primary school teachers who have often not studied literature as a specific method, have the confidence and content and pedagogical knowledge to plan and implement programs. This paper investigates teachers’ views of their level of confidence and preparedness to teach literature, and to explore teachers’ practices, challenges and enablers in teaching literature in both print and digital environments. Results show that this group of 321 primary school teachers reported varying levels of confidence, knowledge and practices, and offers new insights into complex challenges they’ve experienced when interpreting and enacting the literature curriculum. Findings suggest the critical need for professional learning and discuss the implications for initial-teacher education programs

Metaverse and education: the pioneering case of Minecraft in immersive digital learning

The metaverse is presented as a possible new technological iteration for the Internet. The generation of virtual universes in which the physical and the digital converge raises the question of how education will be addressed in these new systems. We find, however, pioneering exercises such as Minecraft: Education Edition. This platform is a version based on the popular sandbox video game, which was originally created by a community of teachers. The aim of this research is to analyze and describe the idiosyncratic characteristics of Minecraft as an educational platform, framing it as one of the pioneering exercises in the metaverse. To this end, we have employed a methodology that combines Multimodal Discourse Analysis with Grounded Theory and the Constant Comparative Method. As conclusions, we observe how the Minecraft Education platform reinforces from its approach pre-existing aspects from the physical world, resizing them to adapt them to its connected digital environment. These are key elements such as the identity of the participants, their ability to act within the system, creativity through lessons as a guide to the educational objectives and the community as the backbone of the process. At the same time, it presents differential components, such as the use of avatars, the transition from textual literacy to multimodal literacy, game mechanics that boost creativity or transhuman capabilities that defy physical space-time. All in all, the platform is designed for teachers, parents and managers, to whom it offers a series of benefits. Therefore, the pedagogical action will depend on their judgment and execution, especially through the elaboration of lessons and worlds, the management of the sessions and their interaction in community environments. It is their responsibility to ensure that the educational experience is truly empowering or, on the contrary, that it ends up being governed by reproductive criteria linked to symbolic violence

Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

Harnessing Technology: analysis of emerging trends affecting the use of technology in education (September 2008)

Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–1