How Technology in the Classroom may Influence Creativity among Children

By simply observing the behavior of others, we learn new things. However, this is no less true in regard to creativity. When we observe how much we can achieve using computer programs or software, one cannot help but think how to improve or create something intriguing and novel. This is one of the reasons nowadays schools want to create a technology learning environment in which children can be exposed to different subjects and situations, opening their keen intellect up to the possibilities and opportunities society has.

Nowadays technology has a strong influence on individuals’ attitudes regarding their own technology skills. By using different technologies in the classroom, the time of the teachers is making more organized; thus, more work with the students. Nevertheless, creativity benefits from using technology in the process of learning and education. Considering that creativity is an ongoing process in which new ideas are formed based on older ideas or from a new perception, an understanding of learning through creativity becomes possible when one comes to perceive the process of learning as a way of interpreting oneself and the rest of the world.

A number of technologies provide different types of content and have different purposes in the classroom. For instance, email promotes communication knowledge; spreadsheet programs promote organizational skills; and modeling software develops the comprehending of science and math concepts. I think that it is essential to understand how these technologies can be used as teaching tools. Technologies that are used in the classroom nowadays are accessible tool-based applications (such as word processors). Also, online information, closed-circuit television channels, and distance learning classrooms.

Each technology is expected to play a different role in students’ learning. Students have the opportunity to learn “from” the computers—when technology is used as tutors and also used to increase students’ basic skills and knowledge. Furthermore, the students can learn “with” the computers—when technology is used as an instructional tool, and as a main resource to help develop basic and creative thinking, as well. Technology has made children’s access to an undefined number of resources much easier. With a simple click, one can reach a whole body of work on any topic.

Also, with the use of technology the process of content creation became less costly, and easier to be accomplished through trial and error, which means that one can start without thinking something through. Writing lots of ideas onto a page can be done faster with a keyboard than with a pen, and it is easier to rearrange the sentences and proofread than using pencil and paper. Accessibility to so many resources benefits the children in their work as they became more and more efficient. Apart from that, getting information from the Internet might be an easy task but, getting information one may trust is hard. Therefore, it is particularly valuable on how to use materials retrieved via the Internet. That makes the implementation of technology in classrooms a challenging task.

It is generally agreed that the educators need to assess and implement strategies that foster creativity and innovation, in order to provide the proper classroom learning environment to meet the requirements of an information society. They have to consider that the benefit of technology is not its potential to replicate the existing educational practice, but its ability to combine ideas and product technologies in order to engage students in creative activities.

On the other hand, one may argue that technology may impede creativity and original thought, and the only way to foresee it is to compare what technology has to offer with what the traditional style offered over the years. Modern technologies have helped to make the process of learning more transparent, but none of the research and synthesis has the capacity to create new things. Eventually, one may use their own brain.