Perceptions of Digital Tools and Creativity in the Classroom

Perceptions of Digital Tools and Creativity in the Classroom

Rojin Vishkaie, Kate Shively, Christy Wessel Powell
Copyright: © 2018 |Pages: 18
DOI: 10.4018/IJDLDC.2018100101
(Individual Articles)
No Current Special Offers


We explore how digital tools can support children's creativity in classroom. In response to a growing need for tools to support children's digital literacy, we take a step forward to explore digital tools to support children's digital creativity. We draw insights from interviewing twelve K-6 teachers about their experience using digital tools in the classroom. Findings uncover teachers' perceptions of the role digital tools play in the classroom, intersections between accessibility, usability, and developmental appropriateness of digital tools. The article generates insights on the role of digital tools used by teachers, pedagogic methods, school contexts, and access to interactive technology.
Article Preview


As children are becoming more familiar with computers, the Internet, and other digital technology from a young age, more emphasis is being placed on digital tools (Jenkins, Ito, and boyd, 2015; Martinez and Stager, 2013). Digital tools encompass both digital technology, like an iPad, and digital media, like YouTube or an iPad application (Jenkins, 2009). Digital tools include both physical and interactive technologies such as littleBits (“EDUCATORS – LittleBits,” n.d.), adafruit (adafruit, 2012), and micro:bit (“Micro:Bit Educational Foundation,” n.d.), which offer interventions for creating and learning. Additionally, the development of virtual technologies such as Google Classroom (“Google Classroom,” n.d.), Apple Classroom (“‎Classroom on the App Store,” n.d.), and other educational applications, (e.g., Epic) (“Epic!,” n.d.), offer digital alternatives for teaching, managing assignments, and monitoring classroom technologies (“Google Classroom” n.d.; “‎Classroom on the App Store” n.d.). All of these resources are developed to facilitate teaching or improve children’s digital literacy which refers to evaluating and composing information via digital media (Lankshear and Knobel, 2008; diSessa, 2000; Papert, 1980). Many studies focus on digital literacy and improving assignment and grading management, yet there is still a need to address how digital tools assist children’s development of digital creativity as an intersection of the creativity and digital media (Sefton-Green and Brown, 2014; Papert, 1994; Resnick, 2017). While digital tools exist for children to learn coding and problem solving, (e.g., ScratchJr) (Rusk, 2017; “Scratch – Home,” n.d.), there is still a need to identify, fund, and provide professional development for a model that successfully integrates digital tools to teach digital creativity to elementary age children (Papert, 1994; Resnick, 2017; Wagner and Dintersmith, 2015). One model that illustrates the integration of digital tools across curriculum is the Pedagogy Wheel (Carrington, 2012). The Pedagogy Wheel combines the cognitive categories of Bloom’s Taxonomy (Anderson et al., 2000; Bloom, 1956) (i.e., Remember, Understand, Apply, Evaluate, and Create) and a well-known pedagogical framework called SAMR (i.e., Substitution, Augmentation, Modification, and Redefinition) (Puentedura, 2009). This model can be used to provide professional development framework that emphasizes teaching critical and creative thinking skills by using digital tools.

Complete Article List

Search this Journal:
Volume 15: 1 Issue (2024): Forthcoming, Available for Pre-Order
Volume 14: 1 Issue (2023)
Volume 13: 4 Issues (2022): 2 Released, 2 Forthcoming
Volume 12: 4 Issues (2021)
Volume 11: 2 Issues (2020)
Volume 10: 4 Issues (2019)
Volume 9: 4 Issues (2018)
Volume 8: 4 Issues (2017)
Volume 7: 4 Issues (2016)
Volume 6: 4 Issues (2015)
Volume 5: 4 Issues (2014)
Volume 4: 4 Issues (2013)
Volume 3: 4 Issues (2012)
Volume 2: 4 Issues (2011)
Volume 1: 4 Issues (2010)
View Complete Journal Contents Listing