Technology and Creativity

For class, I needed to interview my students regarding the use of technology and it's place in the creative process. There responses follow:

Age 12:

“The artistic power that technology can offer. I don’t use 3-D software, but I do love to make pixel art. The razor-sharp precision that you can get with pixel art offers huge potential. I also play with vector-based art, which is good for animation, and can produce a fun cartoony effect, but I still like pixel better.

I wouldn’t change much in my learning environment, but I would like to learn how to use some of the 3-D drawing and programming software out there.”

(In discussion, he says technology and digital media is a huge factor in his creativity. However, he still enjoys simple doodling. He says it helps him think.)

Age 11:

“Cracking open cyberspace, conquering the digital world.”

(In discussion, he appreciates what technology he has but what would love more.)

Age 8:

“We have lots of fun stuff. We have tape and art supplies. We have comfy chairs and couches. We have a forest to play in.”

(In discussion, technology does not really factor into the creative life.)

Age 5:

“Well, I think it’s fun, interesting, and sometimes a little weird on the internet. Sometimes it can be a little too loud, and a little too quiet. That’s what I think.”

(In discussion, technology is used as an educational and entertainment tool, but is not really used much creatively. She is very sensitive, and sometimes has a bad reaction to stories, both in books and cartoons/ movies.)

Age 3:

(I didn’t ask him, but at this point he mainly uses technology for entertainment. Sometimes he acts out storylines he sees. He loves apps involving numbers, letters and words, although I don’t know how much he learns from them. I don’t really see a creative influence there.)

*****

Some notes...

About two years ago, my two older boys started using Scratch Programming. They both loved it. While they both program, they have found themselves drawn to different parts of the artistic process, and actually the programming process. One of my boys also really enjoys the social aspect of Scratch, and doing group projects. 

We also had a blast making digital movies my first year at Wilkes! We also used material from Common Sense Media to discuss digital safety and responsibility. Scratch has been a great testing ground for these issues.

This year, we have had a major technology upgrade, acquiring more computers. (Scarily, we're at about a 1:1 ratio, although each child doesn't necessarily have their "own" computer. This partly happened because the boys had a class where they were programming, so we had a sudden need for laptops. Before, all the kids could just share one desk top.)

While not directly related to technology, this year my kids have been spending more time writing for their creative projects. Thanks to the support from my Wilkes classmates, I was able to set up a family website, and then the oldest three set up their own. They don't always use it, but enjoy it when they do.

My oldest two definitely use computers more than my younger ones. I don't know if this is an age thing or a gender bias.

In the future, I see at least some of my kids creating with programming, and all of my kids using technology to create and share their artwork, digital movies, and writing. Ideally, I would like to use social media to connect them with others to share their interests as time goes on. My oldest is about to turn 13, and I am planning on getting him his own e-mail and feedly account at that point, so not everything will be seen through me. 

References

Digital literacy and classroom curriculum [web page]. (n.d.). Retrieved from https://www.commonsensemedia.org/educators/curriculum

Scratch [web page]. (n.d.). Retrieved from https://scratch.mit.edu/

Creativity in Schools

The above video is very popular in the homeschooling community, largely because we don't really have the problem of children not being creative, so it tends to make us feel good to watch it. Even in the most conservative, classically based, drill and kill homeschool, children have plenty of time to play... and create. They don't necessarily lose their creativity as they get older, in fact they get to be more creative with their life, with a higher percentage becoming entrepreneurs as adults (Sorry, I can't find where I saw that statistic before. However, here is an interesting blog post which muses about homeschooling and career choices.)

Does this mean I blame public schools for destroying creativity? Not necessarily, but I will say children need time to be creative. (Some inspiration in content and materials wouldn't hurt either.) Going to school during the day, avoiding the outdoors excepts for structured programs, and then plugging into digital media at night leaves little room for creativity. Schools can start to change this dynamic by giving students at least a portion of the day to explore ideas and have a bit more freedom, but they are not responsible for the societal environment as a whole. They can also change this dynamic by making assignments more complex and open ended. This may complicate neat rubrics and "standards", but will also give students a chance to go deeper and to new places, which their teachers may have never gone.

Currently, I am in a class on digital media, and there is a question about digital media and creativity. Giving students time to use digital media may enhance creativity, but I believe it to simply be a tool. Paper, crayons, instruments, a dance floor are also tools, and involve more of the body. While I think there are interesting tools in digital media, it would be a mistake to restrict students' time and exposure to primarily digital tools as a creative media.

References

Robinson, K. (2006). Sir Kenneth Robinson: Do schools kill creativity [web video]? Retrieved from: https://www.youtube.com/watch?v=iG9CE55wbtY

Trunk, P. (2011). Generation Z will revolutionize education [web post]. Retrieved from: http://blog.penelopetrunk.com/2011/03/30/generation-z-will-revolutionize-education/

Fractal Prezi

What I liked about the Fractal Prezi is that is gave me a chance to bring in various material which my students can explore on their own. In this particular case, I was more focused on developing a disciplined mind, giving students a chance to explore a topic. I tried to include resources which I thought would be helpful to not just learn the topic at hand, but might inspire exploration into other topics (such as TedX, and Vi Hart). I also included some easier material which would be more assessable to students, all the way up to material from university math departments. For an intermediate or advanced student, using materials from such a department can also start to make the university a familiar place, and help students envision their future participation in academic life. Lastly, I had a video which connected a math topic to the natural world, hopefully increasing both understanding and a sense of wonder to the world around students.

            At this point, I wasn’t focused on teaching synthesis, although a great way to do that would be to have the student create a rich, interdisciplinary, project. My oldest son and I are planning such a project. Much of this plan has nothing to do with technology. He wants to raise money to have a well built in a poorer country. However, to accomplish his goal, I am having him study several things: the issues around needing clean water, how to judge the efficiency of a charity in accomplishing its goals, and details from organizations in how they actually go about building wells. He then is planning on giving a presentation and holding a fundraiser. Again, part of that fundraiser will be low tech, such as selling things he has knitted and simply talking to people. But, part of that fundraiser will involve technology, as he can take what he has learned and create an online format to share what he has learned and even collect money. This is an expansive enough project that he will be required the take information from different sources and synthesis it. Creating an online component of his presentation will also give him a chance to reflect on the information he has gathered.




For more information about the concepts of disciplined and synthesizing minds, see:

Gardner, Howard (2008). 5 minds for the future. Boston, MA: Harvard Business Press.



Math History

Educlipper for math history

The link above goes to an educlipper, which could be again be used for a math club. One of the resources is actually for parents, three for high school/ middle school, and one may be appropriate for elementary/ middle school.

Notes on using educlipper:

This was the first time I used educlipper. I actually found it someone frustrating to use: it took awhile to figure out how to use it, some of the clips with downloads did not work, and the embed code did not work. When tested the web link did work, which is why I have that listed above.

Math Club Poster

Next year I am hoping to get a math club going for a multi-age group of mainly highly gifted kids. Some of these kids have fallen in love with concepts such as pi, fractals, or  Möbius strips since preschool. For these kids, the club will seek to introduce them to new problem solving techniques, math characters and concepts from history, and a fair amount of math doodling. The students who have less experience will have a chance to be exposed to fascinating topics in math, play games, and make math related art. The goal for all students will be to enhance their love and understanding of math. 

The poster above seeks to help set the tone for the group. Often, I find kids who are interested in math topics, are excited, and want to share, but have a hard time finding peers who share their interests. Besides having a fun picture and quote, this poster can serve as a conversation piece, both about fractals and Edwin A. Abbott's book, Flatland (1992). Without any adult instruction given, this poster will hopefully get kids talking and sharing.

References

Abbot, E. (1992). Flatland: A romance of many dimensions. USA: Dover Publications.

Introduction "Tweet"

Education in the Maker Movement

Thank you everyone for a wonderful class! 

Here is my project video about the maker movement in education:

Resources accompanying this video can be found below. Please click "Read next page" at the bottom so you can see all of them. You wouldn't want to miss out on "Sylvia's Super-Awesome Maker Show"!