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Education Students’ Definitions of Creativity in Education: Developing Common Ground to Embrace Shifting Educational Contexts
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, , University of Northern Colorado, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A review of the literature reveals there is a gap in the research regarding what students perceive creativity to be and the occupational demand for a pre-acquisition of the creative skills. This study seeks to understand how education students in different disciplines at one rocky mountain region university define creativity in education. Additionally, it explores their lived experiences with creativity within their specific fields of study. Questionnaire, visual and qualitative methods were used to collect data from a convenience sample of students at one university with a declared major in an educational field of study. Qualitative analysis helped interpret their definitions and establish common understanding of how education students apply their definition of creativity to educational contexts. This information informs the field by providing a student voice about creativity in education and discusses its application in higher education learning contexts of education students.

Citation

Williams, M.K. & Mellman, L. (2019). Education Students’ Definitions of Creativity in Education: Developing Common Ground to Embrace Shifting Educational Contexts. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 128-133). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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