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Creativity speaks to us about ideas. Innovation speaks to us about doing things. It's about the application, the process, the implementation of a creative idea. In the business world, an idea is only truly innovative if it is introduced into a market and survives. The proof is time in the market, or more precisely, the repeated loyalty of a user or customer. The main difference between creativity and innovation is the approach. Creativity must unleash the mind's potential to conceive new ideas. The concepts it can manifest take different forms or can be considered experiments within one's own mind. Creativity is subjective, and as we have seen, it is difficult to measure. Innovation, however, is completely measurable. Innovation promotes changes in relatively stable systems, focusing on making an idea viable and sustainable. By identifying an unrecognized and unmet need, an organization can use innovation to apply its creative resources to design a suitable solution and achieve a return on its investment.

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Creativity and innovation have become mantras of our time.

It seems that if we don't include creativity and innovation in practically every aspect of our lives, we're not doing it quite right.

However, not all spaces always require creating something new or innovating in a disruptive way. "Don't touch it, that's how the rose is" is one of Juan Ramón Jiménez's

shortest and possibly most famous poems. Inspired by

these mere eight words, and perhaps taking it out of the context in which it was written, this text

makes us see that sometimes the essential thing to achieve our goals and

achieve good results is right in front of us; perhaps we just need to do well what we already do well, to insist on what already works.

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It's common to hear phrases like "how creative this ad is" or "that person is a creative person; they do things that are out of the ordinary." In many of these cases, we're really referring to originality, not so much creativity. Originality is the quality that makes something different and novel in some way.

Similarly, eccentricity is often confused with creativity. Definition aside, it's often believed that being creative means "stepping outside the box," doing things outside the ordinary just for the sake of it. But that's eccentric. Creativity adds value and is useful in achieving a goal.

In addition to originality and eccentricity, let's look at five other elements that must be taken into account regarding creativity:

1. It's not a diagnosis, nor can it be measured. None of the existing creativity tests have earned the reputation for psychological or scientific rigor necessary to become a universally accepted standard; they merely serve to measure creativity.

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The use of this concept is quite modern: the term "creativity" was not included in the Oxford English Dictionary until 1875, and the term "creatividad" was introduced for the first time in the Dictionary of the Royal Spanish Academy in 1984. As with many other basic concepts, we can find as many different definitions of "creativity" as there are authors who have approached the investigation of its theory. Many authors have stated that it is an elusive, nebulous concept, extremely difficult to precisely define in a single definition (something that, on the other hand, could be said of any abstract concept). Creativity is among the most complex human behaviors; it is influenced by a wide range of evolutionary, social, and educational experiences, and manifests itself differently in each domain of knowledge. If we review the definitions of the main theorists, we realize that they are somewhat incomplete, complementary to one another. All of them, however, always encompass one or more of the four possible partial approaches related to creativity: - the author - the product - the process - the social and cultural dimension

As Llorenç Guilera rightly points out in Anatomy of Creativity, this occurs because these four aspects always intervene in creativity.

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One might think that teachers' increased knowledge and experience in the classroom automatically prepare them to attempt to improve educational activities in an innovative way. However, everyday life makes it difficult to access the spaces, techniques, or tools that easily facilitate the process of implementing educational innovation.

In the diverse contexts of educational innovation, creativity techniques proven in different fields, both pedagogical and other professional sectors, acquire special interest. The opportunity that comes with applying creativity tools is familiar to no teacher. However, to generate an innovative approach to teaching, it is necessary to understand the strategy and objectives of said innovation from the outset.

The approach to innovative teaching is immersed in a demanding and changing educational paradigm, which requires education professionals to be aware of the continuous changes in both the environment and student profiles. Educational innovation, therefore, is a necessary condition for carrying out certain types of teaching.

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Creativity speaks to us about ideas. Innovation speaks to us about doing things. It is about the application, the process, the implementation of a creative idea. The main difference between creativity and innovation is the approach. Creativity must unleash the mind's potential to conceive new ideas. The concepts it can manifest take different forms or can be considered experiments within one's own mind. Creativity is subjective, and as we have seen, it is difficult to measure. Innovation, however, is completely measurable. Innovation promotes changes in relatively stable systems, focusing on making an idea viable and sustainable. By identifying an unrecognized and unmet need, an organization can use innovation to apply its creative resources to design a suitable solution and obtain a return on its investment.

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There is no unified definition for the concepts of research, development, and innovation, so these definitions may vary in some nuances depending on the organization using them.

Following the recommendations of the Oslo Manual, the OECD (1997) reference manual for measuring Scientific and Technological Activities, these are the main differences:

Research: Activities whose objective is the acquisition of new knowledge that may be useful for the creation of new products, processes, or services or contribute to significantly improving existing ones.

Development: The acquisition, combination, configuration, and use of existing knowledge and techniques, whether scientific, technological, business, or other, with a view to developing plans and structures or designs for new, modified, or improved products, processes, or services. It includes the preparation of

projects, designs, plans, and other types of documentation, as long as they are not

intended for commercial use, as well as the development of prototypes and

pilot projects.

Innovation, as we will see, goes further. It uses knowledge and a

plan, but its priority is application and viability in a real-life environment.

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1. The action and effect of innovating (which in turn defines it as changing or altering something,

introducing new things).

2. The creation or modification of a product and its introduction to a market.

In the strictest sense, however, ideas can only be considered innovations if, thanks to them, new products, services, or procedures are implemented, which truly find successful application, becoming established through diffusion.

The aforementioned Oslo Manual defines innovation as the conception and

implementation of significant changes in the product, process, marketing, or

organization of the company with the purpose of improving results.

From these definitions, the characteristics of innovation can be distilled:

● It is an action, a process, an activity. Innovation requires doing things.

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The starting point of our proposed definition of educational innovation is to have a clear purpose, a vision of what we want to achieve with students. This definition is summarized here under the imprint of generating in students the capacity to act and transform their destiny. This requires going through the experience of deep learning, creating in these learning spaces the will to learn.