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dc.contributor.editorWarner, Scott A.en_US
dc.contributor.editorGemmill, Perry R.en_US
dc.date.accessioned2014-05-01T14:24:17Z
dc.date.available2014-05-01T14:24:17Z
dc.date.issued2011en_US
dc.identifier.citationWarner, S. A. & Gemmill, P. R. (2011) Creativity and Design in Technology & Engineering Education. Council on Technology Teacher Education Yearbook Sixty. Reston, VA: CTTE.en_US
dc.identifier.urihttp://hdl.handle.net/10919/47790
dc.description.abstractCreativity 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.en_US
dc.format.extent382 p. ; ill.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.publisherCouncil on Technology Teacher Educationen_US
dc.relation.ispartofseriesYearbook (Council on Technology Teacher Education (U.S.)); 60then_US
dc.rightsIn Copyright (InC)en_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s). For other uses you need to obtain permission from the rights holder(s).en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectTechnology education.en_US
dc.subjectTechnology -- Study and teaching.en_US
dc.titleCreativity and Design in Technology & Engineering Educationen_US
dc.typeBooken_US
dc.rights.holderCouncil on Technology Teacher Education (U.S.)en_US
dc.type.dcmitypeTexten_US


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