Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices

• Published in: Thinking skills and creativity 2021-03, Vol.39, p.100791, Article 100791
• Main Authors: Bereczki, Enikő Orsolya, Kárpáti, Andrea
• Format: Article
• Language: English
• Subjects: Case study; Creativity development; Pedagogical beliefs; Qualitative evidence; Technology use
• ISSN: 1871-1871; 1878-0423
• DOI: 10.1016/j.tsc.2021.100791

•We identified a classroom grounded framework for teaching creativity with technology.•It includes six general approaches, and both subject-specific and -general strategies.•Epistemic beliefs about creativity influenced teachers’ technology-based practices.•We found variation in the creativity-fostering potential of these practices.•Technology integration levels differed, practice was more limited in regular class time. This multiple case study explored educational technology-integration expert teachers’ beliefs about and experiences with nurturing creativity in technology-enhanced learning environments. Data was collected through qualitative methods (interviews, classroom observations, document analysis) from 12 purposefully sampled technology-integration expert secondary school teachers of six curricular areas, and their students. Analysis revealed that expert teachers’ epistemic beliefs about creativity influenced their technology-based creativity fostering practices, with beliefs about assessment constituting a considerable barrier. Participants valued and implemented six overarching technology-based creativity-fostering approaches across the curriculum: igniting students’ creativity; supporting idea development; creating digital products; scaffolding students’ creative processes; augmenting creative collaboration among students; and facilitating the evaluation of creative student outcomes. Within these approaches the study identified several both subject-specific and -general technology-based creativity-fostering strategies of practical relevance providing pointers for future research conducted in secondary school settings. The investigation of practice highlighted that even expert teachers have difficulties with implementing technology-based creativity-fostering instruction within regular curricular timeframes and accomplishing high levels of technology integration. Implication for research, policy, teacher education, and practice are discussed.