Task 1 - Digital Creativity

Emerging technology places us in an exciting period for classrooms in Australia. Students are being exposed to more technology than ever before, allowing them access to a wide range of opportunities that students have never had before. Technology such as the 3D pen allow help foster students creativity right? Well maybe not as much as originally thought.

Henrikson, Creely, Henderson and Mishra (2021), tell us that creativity and technology have both been painted as essential parts of the classroom, and that their “importance since the corporatisation of education, globalisation, and perceived need to innovate and survive” is unequivocal. The 3D pen can help to foster this creativity through its incredible design that allows people to create and design in 3 dimensions.

This tool can be used for a range applications such as;

Building 3D Models: 3D pens can be used to create physical 3D models of objects, structures, or machines. Students can use this technique to express their creativity by exploring unique and imaginative forms. The process of creating a 3D model with a pen encourages students to think in three dimensions and explore different shapes and forms.

Personalized Projects: Teachers can assign personalized projects that use 3D pens, allowing students to explore their interests and express themselves creatively. By allowing students to create something that is personal to them, they can explore their unique ideas and individuality.

Collaboration: 3D pens can encourage collaboration and teamwork in the classroom. Students can work together to create a 3D object or a prototype for a group project. This type of collaboration can help students develop their interpersonal skills and communicate their ideas more effectively.

https://www.youtube.com/watch?v=w0s9tWLHJ24&ab_channel=3DoodlerStart

Unfortunately even with the pros of this amazing tool, there are some downsides that loom over the use of them in the classroom.

Firstly, 3D pens require a certain level of skill and experience to use effectively, which may be a barrier for some students and even teachers. Whilst Loveless, Burton and Turvey (2006) tell us that teachers learn themselves in situations where necessary, it is without a doubt that some would not be willing to overcome the adversities that they face in order to use 3D pens in the classroom. Along with this some students may take to the technology quickly and easily, whilst others may struggle to create anything beyond basic shapes and designs.

Additionally, the use of 3D pens may be limited by the availability of materials. While the pens themselves may be relatively affordable, the plastic filaments used to create the 3D objects can be costly, which may limit the amount of time and resources that schools are willing to devote to using them.

Whilst “contemporary technologies often bring new possibilities for people to be creative” (Henriksen, Mishra, & Fisser, 2016), it is apparent that there will be some challenges that must be overcome in order to use them fairly throughout all classrooms.

Reference List

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research and Development, 69(4), 2091–2108. https://doi.org/10.1007/s11423-020-09912-z

Loveless, A., Burton, J., Turvey, k. (2006). Developing conceptual frameworks for creativity, ICT and teacher education. Thinking Skills and Creativity, 1(1), 3-13. https://doi.org/10.1016/j.tsc.2005.07.001.

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change. Educational Technology & Society, 19(3), 27–37.