Emerging technologies are new technologies that are currently developed and will continue to develop in upcoming years. These advanced technologies have great potential to assist students in fostering their creative minds and allows them to partake in sophisticated and powerful forms of learning. They are designed to cater for digital classrooms where students apply their knowledge and skills in a creative manner and use alternative methods to learn and express their ideas (Anderson, 2012). Cope and Kalantzis (2000) asserts, it provides flexible and rich multiplicity of classroom opportunities which promotes students to discover, explore, imagine and create.
Educational technologies such as Educreation are quite flexible and promote open-ended learning in all subject areas. It encourages students to communicate, share and collaborate their ideas through a creative means. It can be used to challenge students through encouraging them to explore their world and solve problems through a creative means. Teachers need to be aware of their functionalities in the classroom, and encourage creativity and critical thinking by taking a facilitated approach to their learning.
Classroom Strategies to foster creative learning, using Educreation:
- It is can be used as a presentation tool where students showcase their understandings either online or face-to-face.
- Students can create narratives and stories through importing and exporting images and using the drawing tool and microphone to record the narration of the story.
- It can be quite useful to demonstrate complex mathematical concepts in a simplified manner. For example, using images of Cake to demonstrate fractions: (halves, quarters, thirds).
- Students can record a demonstration of their scientific investigation and the method used to investigate a scientific phenomenon.
- They can create posters to promote sun safety or invent a new product
- It can be used to act out scenarios or alternative endings to movies, or novels.
Figure.1. TPACK Model from http://tpack.org
However, for students to effectively use such technologies educators must have an extensive understanding of their uses. Teachers need to have an ongoing professional development to maximize the use of ICT in classrooms (Ciampa & Gallagher, 2013). According to the TPACK model (Figure.1.), knowledge and skills are two main components involved in integrating technology into a pedagogy (Koehler and Mishra, 2009). This implies teachers should engage with technology, pedagogy and content to gain insight into how technology can assist student learning.
Anderson, N. (2012). Design thinking : Employing an effective multidisciplinary pedagogical framework to foster creativity and innovation in rural and remote education. Australian and International Journal of Rural Education,22(2), 43-52.
Ciampa, K., & Gallagher, T. L. (2013). Professional learning to support elementary teachers’ use of the iPod Touch in the classroom. Professional development in education, 39(2), 201-221.
Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. South Yarra: Macmillan.
Educreations. (2012). Educreations at Launch Conference. Retrieved 3 March, 2015 from, https://www.youtube.com/watch?v=EeJERYOfsX8. [Video File].
Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary issues in technology and teacher education, 9 (1), 60-70.
Way, J., & Beardon, T. (2003). ICT and primary mathematics. Philadelphia: McGraw-Hill International.