Is Technology Limiting Creativity Essay

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Is Technology Limiting Creativity
Bryant, Courtney. "A 21st-century art room: The remix of creativity and technology." Art Education 63.2 (2010): 43-48.
In this study in a computer animation unit, the article explores urban high school students’ use of creative problemsolving strategies, defined as techniques that offer multiple ways and angles of considering a problem from which an optimal solution may be selected. These strategies included open-ended instructional problems, brainstorming and storyboarding, peer checks, utilizing symbolism and metaphor, and critique. The primary goal for the unit of instruction was to teach students how to create a stop-motion film that used computer programs Photobooth, iPhoto, and iMovie. While these strategies are common in traditional artrooms, I examined what happens when these creative problem-solving strategies were combined with a high-school computer animation unit and what results were obtained.
Dewett, Todd. "Understanding the relationship between information technology and creativity in organizations." Creativity Research Journal 15.2-3 (2003): 167-182.
This article will begin to fill this gap by exploring the ways that IT might influence creativity in organizations. This is important for organizational studies, given that knowledge and information are among the most important ingredients for creativity and are the very things that IT exist to manage. In this article, the creativity literature and much of the management oriented IT literature will be explored to suggest that IT plays an integral role in the creative process within organizations. Specifically, the main benefits that IT affords organizations will be considered and then applied to the requirements for creative production, the stages of the individual creative process, the process of organizational learning as related to creativity, and the creative process within large-scale project-based work. In addition, the conclusion will address the potential limitations of IT in relation to creativity as well as several thoughts concerning future research.
Edwards, Steven Marc. "The technology paradox: Efficiency versus creativity." Creativity Research Journal 13.2 (2001): 221-228.
This article highlights the impact of technology on the ability of individuals to be creative within society. The role of computers in the creative act is explored from a broad perspective to allow for the discovery of general principles of creativity. Insight into the barriers that individuals must overcome to function creatively in the information age are then presented.
Idris, Noraini, and Norjoharuddeen Mohd Nor. "Mathematical creativity: usage of technology." Procedia-social and behavioral sciences 2.2 (2010): 1963-1967.
This paper discusses the essence of mathematical creativity and the impact of technology on creativity in mathematics. reativity in mathematics helps students make sense of the world. However, in typical classrooms, students are taught as if mathematics is all about rules and procedures. Students need to see how mathematics was developed and realize that creative individuals shaped the body of mathematical knowledge. More emphasis should be placed on creative ways of expressing ideas. In this age of ICT, students need work that stimulates their curiosity and awakens their desire for mathematical creativity. 
Jackson, Linda A., et al. "Information technology use and creativity: Findings from the Children and Technology Project." Computers in human behavior 28.2 (2012): 370-376.
This research examined relationships between children’s information technology (IT) use and their creativity. Four types of information technology were considered: computer use, Internet use, videogame playing and cell phone use. Participants were 491 12-year olds; 53% were female, 34% were African American and 66% were Caucasian American. Results indicated that videogame playing predicted of all measures of creativity. Regardless of gender or race, greater videogame playing was associated with greater creativity. Type of videogame (e.g., violent, interpersonal) was unrelated to videogame effects on creativity. Gender but not race differences were obtained in the amount and type of videogame playing, but not in creativity. Implications of the findings for future research to test the causal relationship between videogame playing and creativity and to identify mediator and moderator variables are discussed.
Loveless, Avril, and Ben Williamson. Learning identities in a digital age: Rethinking creativity, education and technology. Routledge, 2013.
This is a book about education, technology and creativity as objects of thought, as an array of problems, questions and forms of analysis. How do we think about and make sense of education, technology and creativity? How does our thinking about education, technology and creativity diff er and change over time, and what diff erence does this make to how we act on that thinking? And how did we come to think like this anyway? In focusing on objects of thought, we are trying to provide ideas, concepts and tools for thinking about education, technology and creativity rather than stating what or how we think about them, still less what or how others should think about them.
McLellan, Ros, and Bill Nicholl. "Creativity in crisis in Design & Technology: Are classroom climates conducive for creativity in English secondary schools?." Thinking Skills and Creativity 9 (2013): 165-185.
This paper takes secondary Design & Technology (D&T) education in England as its focus, where creativity is acknowledged to be crucial for the design process but has been found to be lacking in student work. Research conducted in commercial organisations has indicated that organisational climate can help or hinder creativity. Thus, this paper explores whether organisational climate models can be usefully applied to the D&T classroom context and assesses whether the climate experienced by secondary students (aged 11–16 years) is conducive for creativity. 
Michael, Kurt Y. "The Effect of a Computer Simulation Activity versus a Hands-on Activity on Product Creativity in Technology Education." Journal of Technology Education 13.1 (2001): 31-43.
A hands-on group of seventh graders in technology education (n=29) used Legos and another group (n=29) used Gryphon Bricks simulation software for problem solving. Analysis of teacher ratings of solutions re...