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Council on Technology and Engineering Teacher Education (CTETE) Yearbooks

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https://hdl.handle.net/10919/5531
Council Former Names: American Council on Industrial Arts Teacher Education (ACIATE) & Council on Technology Teacher Education (CTETE)

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Browsing Council on Technology and Engineering Teacher Education (CTETE) Yearbooks by Author "Gemmill, Perry R."

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    Creativity and Design in Technology & Engineering Education
    (Council on Technology Teacher Education, 2011)
    Creativity has been associated with the peak experiences in one’s life. Giving birth to new ideas, relationships, and objects usually requires effort, perseverance, and know-how. Creative people are intrinsically motivated and rewarded with the joy that they receive from being engaged in design processes and the resultant outcomes. Creativity and design has been a global fundamental theme of technology education for over a century. Its ebb and flow of focus as content and pedagogy have fluctuated as the educational philosophies, teacher expertise, and economy have changed. K-12 basic education and conventional standards-based assessment have been structured around convergent thinking and right answers. Yet, the complex issues and problems of today’s advancing technological society often demand and reward critical examination, divergent thinking, and fresh, novel answers and solutions. The technological literacy and capability of educated citizens requires knowledge and skills of creative and designerly ways. The explicit identification of design themes and standards in Standards for Technological Literacy and the emergent focus on engineering design within our profession have reinforced the educational value of studying and practicing creativity and design in our schools. Creativity and design leading to innovation also has been recently promoted as the key to global economic competitiveness. The editors and authors of this Yearbook represent a variety of backgrounds, including classroom teachers, teacher educators, and supervisors who represent not only technology education but also architecture, neurology, design, engineering, industrial technology, and art education and crafts. This diversity has reinforced and enriched the total educational value of this Yearbook toward promoting creativity and design. We hope that the theory and perspectives presented in this Yearbook revitalize the pursuit of creativity and design within technology and engineering education. We believe that the precepts for teaching and learning the important concepts, principles, and practices embedded in creativity and design serve as an engaging catalyst for meaningful, productive, and fulfilling lives of all people in the 21st century.