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Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity

Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity

Isa Jahnke
Copyright: © 2013 |Volume: 5 |Issue: 3 |Pages: 16
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781466634336|DOI: 10.4018/jmbl.2013070101
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MLA

Jahnke, Isa. "Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity." IJMBL vol.5, no.3 2013: pp.1-16. http://doi.org/10.4018/jmbl.2013070101

APA

Jahnke, I. (2013). Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity. International Journal of Mobile and Blended Learning (IJMBL), 5(3), 1-16. http://doi.org/10.4018/jmbl.2013070101

Chicago

Jahnke, Isa. "Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity," International Journal of Mobile and Blended Learning (IJMBL) 5, no.3: 1-16. http://doi.org/10.4018/jmbl.2013070101

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Abstract

Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students’ creativity and how can they foster students’ creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices. Interviews, classroom observations and qualitative data were analyzed. The results reveal that the most creativity has been observed when the teacher designed such activities for mobile learning where no correct solution is available. When there is a shift from traditionally separating ICT and education to new co-located settings where mobile devices and education merged into new learning expeditions, then there is a need to rethink traditional Didactics towards Digital Didactical Designs bridging ‘learning what is known’ (curriculum-driven learning) and ‘learning when the answer is not known’.

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