Welcome one and all to the second-to-final episode of what has been an eventful, if not significant, 2025!

As befits the holiday onslaught, we’re exploring creativity in ed tech, hopefully demonstrating some of that selfsame quality in format and substance, as well as via the topic! Do check the widgets below, as suits your whims and/or desires!

Creativity via established social software is how we’ve been rolling these past 3.5 years! #ednontech

We’ve scoured the ends of the digital ethersphere to bring you this audio, you bet’cha! #ednontech

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Electric avenue is actually the mailing address for this here #ednontech

For this nothing can take the place of contact with the living spirit of research, original work, creative authorship.

No teaching for a real university can be ranked high which is not vitalized by abundant original creative work.

Halsted, G. B. (1895). Original research and creative authorship the essence of university teaching. Science, 1(8), 203-207.

Creative imagination is worth more than mere book knowledge. Education and intelligence are merely the means by which we facilitate the liberation of this creative energy.

Simpson, R. M. (1922). Creative imagination. The American Journal of Psychology, 234-243.

The location of creativity within the school curriculum remains a contentious area of discussion as there is a tendency to locate creative activity merely within the arts. Most educators would acknowledge that this is a naïve perception yet the pragmatics of education, which often take precedence, mean that although desirable, creativity is often marginalised and remains on the periphery rather than at the centre of the curriculum – even in Design & Technology.

Spendlove, D. (2005). Creativity in education: A review. Design and Technology Education: An International Journal, 10(2), 9-18.

Yet creativity comes in many different forms, shades, and hues. 

Not everyone who is an artist or a scientist is equally creative, nor are all creative people either artists or scientists.

Kaufman, J. C., & Sternberg, R. J. (Eds.). (2010). The Cambridge handbook of creativity. Cambridge University Press. Chicago

Much traditional childhood play is being replaced by time spent on computer play.

Verenikina, I., & Herrington, J. (2017). The affordances of computer play in young children: A preliminary study.

The literature on creativity and technology is fragmented, making it difficult to enact consistent or defined classroom practices. 

… the issue of risk is unavoidable in dealing with creative practices and new technologies. School contexts that amplify the negative implications of creative risk may dampen learning possibilities. 

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research and Development, 69(4), 2091-2108.

Creativity

How can we ensure edtech improves opportunity for creativity rather than hinders student creativity?

Impossibly blazing intellect

&

It is a different snowflake

For a moment we could forget just how cool we are
And pretend we could make it all right #ednontech