Four Steps to Promote Teacher Creativity When Making the Transition to Virtual Learning Experiences

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Author(s): Matthew Worwood (University of Connecticut, USA)
Copyright: 2021
Pages: 22
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch007

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

This chapter presents four steps for teacher creativity as part of a design-based approach to problem-solving pedagogical challenges using virtual learning environments. Building on existing practices found in creative problem-solving and design thinking methodology, these steps explore change as a journey that begins with an intent to produce an outcome that improves a specific aspect of the learning experience. Glaveanu's five-A framework provides a sociocultural perspective to support the concept of teacher creativity in the classroom, while Kaufman and Beghetto's 4-C model serves as a developmental approach to evaluating outcomes based on the impact they have in the environment. Future opportunities for study, including integrating learning analytics and situating the different stages of creative problem-solving in education, are also discussed.

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Four Steps to Promote Teacher Creativity When Making the Transition to Virtual Learning Experiences

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