This chapter explores the potential of mobile learning for creativity in formal and informal contexts of learning with a focus on media production and self-expression. In doing so it attempts to move beyond binary views around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this purpose, it presents the literature on how creativity and its relationship with technologies have been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study. In particular, it refers to the Vygotskyan perspective of creativity as a transformative (social) process of culture and the self, and looks at digital technologies’ affordances to reflect on their potential for learning. It then moves to a description of three projects addressing young people and entailing the creation of digital artefacts through mobile devices. It also presents and discuss some results, highlighting learners’ and teachers’ perspectives and showing how mobile devices can serve as cultural resources that young people use for meaning making and transforming themselves. The chapter concludes with some recommendations for future research.
Create, Transform, and Share: Empowering Creativity and Self-Expression through Mobile Learning / Ranieri, Maria; Bruni, Isabella. - STAMPA. - (2016), pp. 159-179.
Create, Transform, and Share: Empowering Creativity and Self-Expression through Mobile Learning
RANIERI, MARIA;Bruni, Isabella
2016
Abstract
This chapter explores the potential of mobile learning for creativity in formal and informal contexts of learning with a focus on media production and self-expression. In doing so it attempts to move beyond binary views around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this purpose, it presents the literature on how creativity and its relationship with technologies have been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study. In particular, it refers to the Vygotskyan perspective of creativity as a transformative (social) process of culture and the self, and looks at digital technologies’ affordances to reflect on their potential for learning. It then moves to a description of three projects addressing young people and entailing the creation of digital artefacts through mobile devices. It also presents and discuss some results, highlighting learners’ and teachers’ perspectives and showing how mobile devices can serve as cultural resources that young people use for meaning making and transforming themselves. The chapter concludes with some recommendations for future research.I documenti in FLORE sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.