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A silent white board
Scribble a first line, and wait
Emergent haiku.

Last Friday, goofing off between meetings, I scribbled one line, five syllables long, on one of the white-boards in our office space. Within a few minutes, lo and behold, was a lovely haiku, courtesy of my colleagues Clarin Collins and Jennifer Stein, each contributing a line. Below is my visual representation of it. Enjoy.

Contemplative eye
Flash of red, a balloon floats
Wander where it may

*****
Haiku created by Clarin Collins, Jennifer Stein and Punya Mishra.
Image created by Punya Mishra.

I love collecting quotations-usually related to learning, design, and creativity. Over the past couple of years I started trying to visualize these quotations, playing with type and image, to tease apart their meanings, sometimes to undermine, sometimes to enhance. I call these verbo-visual experiments LanguageART (shout out to Danah Henriksen for the suggestion).

Of course, there are rules to the game, certain self-imposed constraints within which I choose to play. By their very nature these rules are arbitrary, as rules for games should be. For instance, all of these images are created in Keynote, Apple's equivalent of Powerpoint. It is not that I do not have access to other more powerful graphic design software but in some sense using a presentation software to create something relatively interesting and sophisticated is the challenge. Similarly the only font I am allowed to use is Futura (and its different weights)-though this is a rule I have violated on occasion (but rarely). I also restrain myself to a relatively tight color palette, but again this is a rule I have broken a few times. Over the past two years, I have created hundreds of designs, poured hours of my life into them-usually at meetings-and, till recently have not shared them widely. That changes now. Enjoy.

* * * * * * * * *
John Sidney McCain III
August 29, 1936 - August 25, 2018

The above image is a visual / typographic representation
of one his favorite quotes
from For whom the bell tolls,
by Ernest Hemingway
Image © punyamishra

The rainfall in June -
the poems I've pasted to walls
peel off, but leave traces.
~ Basho

All photos taken with my iPhone8
©punyamishra

Over the past two years in Arizona I have had the opportunity to indulge in my love for photography. Recently I felt the need to play with Adobe Sparks - and what better way to learn a new tool than to use it to create a photo album.

Enjoy.

Since 2012, the Deep-Play Research Group has been publishing a series of articles under the broad rubric of Rethinking Technology & Creativity in the 21st Century in the journal Tech Trends. This has led to 33 articles (and counting) and two books. For the past couple of years we have focused our attention learning from some of the top creativity researchers in the world. We have 15 interviews / articles completed with more to come. I just created a page to give easy access to all these interviews. Check out:

Focus on creativity through expert eyes

More info on the series (and the Deep-Play Research Group) can be found here. Enjoy.
Image credit: Punya Mishra

Photo & and design © Punya Mishra.
The photo of bubbles was taken with cell phone camera (equipped with a macro lens).
Fractals are mathematical/geometrical structures that exhibit self-similarity at increasingly small (or large) scales. Fractals were popularized by Benoit B. Mandelbrot in his 1982 book " The Fractal Geometry of Nature." Recently, Ambigram.com magazine set up a competition to design fractal ambigrams, i.e. design and write words related to fractals in such a way that it could be read in more than one way. I was inspired to create a bunch of designs that, in one way or another, attempt to capture fractals typographically.

Here for instance is a typographic fractal design for the word "Fractal." You can see an animated version of this and many more designs here ...

Enjoy.

Fractals, ambigrams, and more...

Photo/Image Credit: Punya Mishra
Dr. Jonathon Plucker is an educational psychologist at Johns Hopkins University where he is the Julian C. Stanley Professor of Talent Development in the School of Education. He has received numerous recognitions for his work, including the 2007 E. Paul Torrance Award for his research on creativity. We interviewed Dr. Kaufman for our latest article in the series we write for TechTrends (under the broad rubric of Rethinking Technology & Creativity in the 21st Century). In this interview Dr. Plucker discussed a range of thoughts regarding creativity, education and technology. Describing a course on innovation that he teaches, he said:

No grade is final in any of my classes until the day that I have to turn my grades in. Students have until that last day to convince me that their work is more creative than I thought it was. One semester two students designed a new makeup brush. It made no sense to me and I thought at best it was an incremental improvement. But, almost every [feedback] slip I got from the other students had them as most creative or the invention to buy tomorrow. I thought, 'hmm...I am clearly wrong!' They sat down with me and they convinced me by the end that I didn't get it. There's no reason we can't be doing that for all our students. That is how creativity works in the world. It is not turning in something and getting a grade. And yet we do it to students every single day. That models something that they will never experience in the real world. So, as educators we need to ask ourselves how do we model this better for them?

This and lot more in the complete article. Citation and link below:

Richardson, C., Henriksen, D. & the Deep-Play Research Group (2018). It's Not 'Hippies Running Barefoot Through a Field of Daisies' and Other Contemplations on Creativity with Dr. Jonathan Plucker. Tech Trends. DOI https://doi.org/10.1007/s11528-018-0323-4

I just got back from a lovely few days in Bangalore. I was there to participate in the Quest 2 Learn Annual Summit organized by the Quest Alliance. Convened at the National Institute of Advanced Studies (NIAS), on the campus of the Indian Institute of Science, the two day conference focused on The future of work and learning.

This was my second time participating in a conference organized by the Quest Alliance. My first time was back in 2008, which was also the first such conference organized by Quest. So it was great to back there again 10 years later. (You can learn more about my previous trip through these posts: 1, 2, and 3).

I addition to my keynote (titled The Future of Learning) I also conducted two workshops. The first, at the conference, was on the TPACK framework and the second was a 2-day affair with the staff of the Quest Alliance. The first day of the workshop focused on designing transformative learning experiences and the second on leadership and systems change.

I also had a chance to meet with some wonderful educators and people during my stay there. I was particularly impressed and inspired by Kiran Sethi founder of Riverside School and Design for Change. Below is a photo montage from my time there as well as as short movie (courtesy of Google Photos). A special thanks to Aakash Sethi, and the rest of the Quest Alliance team for a wonderful four days.

Figure 1: Eye-llusion Figure 2: An ambiguous-impossible image
Over the past few months I have been somewhat obsessed with visual illusions, ambiguous images, impossible figures and other such fun stuff. This led to the design of a brand new optical illusion, combining an ambiguous image with an impossible figure (more details here).

It was somewhat inevitable that these explorations lead to the creation of ambigrams of related words. Here are some of the designs that emerged. In a couple of cases I have been inspired by work by other ambigram artists-as mentioned in the descriptions below.
Figures 3/4: Illusory stripes
First, are two similar designs for the word "illusion" (inspired by an original design created by Scott Kim). An earlier version of this design can be found here.
Figure 5: Penrose triangle, impossible cube, necker cube and impossible trident
Next up, a set of three designs that, though they appear to be 3-dimensional, cannot exist in the real world. These are similar other impossible figures such as the Penrose triangle (see image at the top of this page), the impossible cube or the trident (see examples below).
Figures 6/7/8: 3-D Con-structions
In the three designs below the top half of the design is not consistent with the bottom half. In the first design, the top and bottom half consist of two incompatible perspectives, while the next two (for the words "illusion" and "paradox") merge two incompatible shapes. Incidentally the first design below was created a few years ago for my exhibition at the MSU Museum.
Figure 9/10: A pair-of-doxes
The next few designs are figure-ground illusions, starting with two similar designs for the phrase "visual paradoxes."
All images © Punya Mishra, 2018 Figures 11/12/13: Figure-atively ground-ed
The next three designs explore the word "illusions" or the phrase "optical illusions" in slightly different ways. The final design (a merging of the words "optical" and "illusion") is inspired by a design by John Langdon.

The latest version of the TPACK newsletter ( TPACKNewsletterIssue37) is now available and can be found here (pdf). All previous issues are archived here. This issue is 60 pages long!!! The amount of work being done in this area never ceases to astound me.

As always, thanks to Judi Harris and her team for all the work that goes into this.
Note: Figure ground TPACK design by punyamishra

Over the past year the Office of Scholarship and Innovation (OofSI) at the Mary Lou Fulton Teachers College, ASU has been engaged in supporting faculty research; creating digital solutions for learning; bringing collaborative design-based problem-solving to educational systems. You can find out more about all of these things by going to the OofSI (pronounced just as it is written) website. All this is part of a broader vision to reimagine what a college of education can and should be. (You can read more about Dean Basile's vision here, here and here). Of course none of this would happen without the right group of individuals - the OofSI team.
We are now looking to expand our team in two critical areas: one around technology and learning and the other around supporting innovative teaching in higher education.
The IgnitEd Lab Coordinator will be a creative educator who is passionate about emerging technologies and their role in education. The IgnitED Labs are open, hands-on, learner-centered creative spaces where users can explore and play with new and emerging technologies. More details here.

The Instructional Innovator will support faculty and instructors at the Teachers College in the design of innovative and creative learning experiences for students. More details here.

What is NOT in the job description is how critically important this work is. Both these roles provide opportunities to influence and transform teaching and learning in one of the best colleges of teacher education in the country. How cool is that!

We are looking for highly engaged, creative, energetic, passionate individuals who can jump in to build and grow these opportunities. A passion for learning and play, a service orientated mindset, a willingness to take risks, a sense of comfort with ambiguity and an openness to collaboration and learning are key. A sense of humor is always a plus.

If you fit this profile or know someone who does, or just want to learn more, drop me a line at punya.mishra@asu.edu.

I am excited about my new fall course, titled Education by Design. This is a heavily reimagined version of a class that I taught a couple of times at MSU and once here (last fall at ASU). The MSU version that I co-taught with Danah Henriksen received First Place (in the Blended Course category) in the 2013 MSU-AT&T Instructional Technology Awards.

This is the course description that I just shared with the students at MLFTC.

DCI 691 is a course about design. Design as a way of thinking and as a process that values collaboration, context, and diverse perspectives. Design as an approach that generates creative solutions to complex (wicked) problems of practice, particularly in education.

Design is both a noun and a verb, a product and a process. Design is central to the construction of any process or artifact-be it a website or a car; an ATM machine or educational policy. Design touches on many different disciplines-science, technology, engineering, education, psychology, sociology, organizational behavior, and art, to name a few. A multi-dimensional issue like design, particularly in education, requires a multifaceted approach. As a class, we will do many different things this semester. We will read, discuss, analyze widely from research and theory. We will examine design practice, and build new conceptions through exciting mini-projects. In particular, we will seek to ground our understandings and learnings into an open-source book that we will co-create.

Drop me a note if you want to learn more about this class.

Finally, below is a typographical design based on, what I believe, is one of the greatest and most insightful quotes about design.

Square Roots: Illustration by Punya Mishra
What do President Kennedy's speeches have to do with cell biology? And what does the vegetable "radish" have to do with mathematics or chemistry? Learn about all this and more in a soon to be published article where Danah Henriksen and I explore the use of figurative language as a bridge between the arts and STEM disciplines. Part of the fun in writing this article is that I got to create the illustrations that go with the article. These illustrations are reproduced below (click on them to see larger versions). Citation and link to a pre-publication version below...
Figure 1. Multiple metaphors for energy. Figure 2: Complex systems are dynamic, self-organizing, evolving networks that can operate without central control (e.g. ant colonies, rainforests, human brains, or cities). Figure 3. Chiasmus, Chi and chiasmata.
Henriksen, D. & Mishra, P. (2018). Of metaphors and molecules: Figurative language bridging STEM and the arts in education. Leonardo. Just Accepted publication Jan 25, 2018. doi: 10.1162/LEON_a_01607

A few months ago I was interviewed for an article in Empowered Learner, an ISTE member magazine. The final article, Unleashing every genius: Creative genius isn't rare - but the conditions that nurture it are is now online. You can access the entire issue of the magazine here or if you just want the article you can find it here. A shout-out to my partners in crime Danah Henriksen and Carmen Richardson whose work (and words) are also featured in the article.

Dr. James C. Kaufman is Professor of Educational Psychology in the Neag School of Education at the University of Connecticut and a highly-renowned creativity researcher. He is also a writer and playwright, having recently written the book and lyrics to the musical Discovering Magenta, which had its New York City premiere in 2015.

We interviewed Dr. Kaufman for our latest article in the series we write for TechTrends (under the broad rubric of Rethinking Technology & Creativity in the 21st Century). In this wide-ranging interview Dr. Kaufman describes his research and perspective on creativity. In seeking to describing creativity he says:

Most people aren't good at knowing what creativity is-you see that a lot with teachers. They want to nurture it, but most education programs don't have any classes on it. So teachers aren't really sure what it is, or how to improve it, or what would nurture it or what would stifle it. And how could they, if they haven't been taught it?

You can read the complete article below.

Keenan-Lechel, S., Henriksen, D., Mishra, P., & the Deep-Play Research Group (2018). Creativity as a Sliding Maze: an Interview with Dr. James C. Kaufman. Tech Trends. DOI https://doi.org/10.1007/s11528-018-0279-4

Danah Henriksen and I were featured in a recent news story on the MLFTC News titled: Developing a culture of creativity, instead of compliance, in educators. The article provides an overview of our work over the past few years. Given the nature of a news article, it does not include links to the actual research articles. For those who are interested they can be found below:

Danah's work on creative teachers can be found in:

Carmen and my work on evaluating creative learning environments can be found in

Our work on evaluating creative products can be found in:

Mishra, P., Henriksen, D., & the Deep-Play Research Group (2013). A NEW approach to defining and measuring creativity. Tech Trends (57) 5, p. 5-13.

Henriksen, D., Mishra, P., & Mehta, R. (2015). Novel, Effective, Whole: Toward a NEW Framework for Evaluations of Creative Products. Journal of Technology & Teacher Education, (23)3. pp. 455-478

One of the most exciting parts of my job are the cool people I get to meet. Glen Lineberry is one of them. Glen is Principal at Miami Junior-Senior High School. He describes his school as a "small rural school on the move." The first thing that strikes you when you meet Glen is his curiosity, energy and passion for ideas. He is widely and deeply read, and conversations with him are often peppered with connections he makes between literature, philosophy, history and art. He truly has an inter-disciplinary mind, one that sees the human endeavor as not being siloed by tradition but rather as being a rich interconnected whole.

It is not surprising then to see that the project he is passionate about is to completely rethink the 7 th and 8 grade curriculum in his school. We on the community design lab team had an opportunity to spend a day on April 13 with the faculty at Miami Junior-Senior High facilitating their curriculum planning experience. The goal of the day was to look at the 7 th -8 th grade curriculum through an integrated lens. Students, Glen argues, often do not see the connection between their school subjects, and his goal is to create a new curriculum that foregrounds the connections between them and better engages students. th

One framing that was discussed for a unit was around history - specifically the time period from the beginning of the first World War to the end of the second. The challenge for the teachers was to create activities and lessons for their particular subject areas (from language arts to STEM, from journalism to music) that would connect with that time in history. Also up for discussion were ways in which people and organizations outside of the school could be brought into the classroom.

The sessions were led by Ben Scragg (our lead design strategist) and it was exciting to see the teachers take on this challenge and explore new ways of thinking about curriculum, student engagement and much, much more with great engagement and creativity. This is ongoing work and we will provide updates as things progress. For now, we are just thrilled to part of one school's attempt to reinvent teaching and learning.

A design for the word "illusions" inspired by a design by Scott Kim.
I have been obsessed with optical illusions for for a long time. This interest has played out in many ways: from the hundreds of ambigrams I have created to the new year's videos we create as a family. In this post I want to share, what I believe is an original optical illusion, something I have never seen before in my years of playing with such objects.

But first, some context.

Optical illusions come in a variety of types. Two types that I am love are ambiguous figures and visual paradoxes/impossible figures.

A mbiguous figures are images that can be interpreted in more than one way. The "face-vase" illusion or the "duck-rabbit" illusion are famous examples of such illusions. These illusions usually have two alternative and competing interpretations-and the mind oscillates/flits back and forth between them unable to settle on one. Also, it is difficult, if not impossible, to see both these interpretations at the same time. We see one, or the other, never both together.
Three examples of ambiguous illusions, do you see "two faces or a vase," "a duck or a rabbit," and finally, do you see a bunch of cubes with the yellow shape is at the top or at the bottom? Three different impossible figures. The first is an impossible cube and the other two are different representations of an impossible triangle (also known as a Penrose Triangle).

Visual paradoxes / Impossible figures are images that look like real objects that can never exist in the real world. M.C. Escher created some of the most iconic of such images - the unending staircase and waterfall being great examples. There are many other examples, some of which are represented below.

So with this we come to my key discovery/invention- an optical illusion that is both an ambiguous figure AND a visual paradox, i.e. an image flips between two interpretations that are cannot exist in the real world.

Here it is... spend a moment on it. What do you see? Try focusing on the white "stars" at on the left and on the right? What changes? What happens if you focus on the blue shapes?

What we have is essentially a combination of 2 different impossible triangles. Can you see each of them? Can you see both at the same time? (Note: If you have difficulty seeing the triangles, focusing on the "star-shaped" pattern may help.)

The images below, and the animated gif should be self-explanatory - demonstrating the two independent interpretations of the image.

Quest Alliance is an NGO based in Bangalore that seeks to equip young people with 21st century skills by enabling self-learning. I have known of Quest and its director, Aakash Sethi, for over a decade now. In fact I had blogged about Quest back in 2008 here, and here and here. Aakash got in touch with me a year or so ago to write a piece for an annual publication they were starting, titled The Learner. I took this opportunity to rewrite our analysis of 21st century learning frameworks for a broader audience. Of course the more academic versions of the article can be found here and here. The diagram of 21st century knowledge can be found here.

Mishra, P., & Mehta, R. (2017). Creating a 21st century educator. The Learner. Quest Alliance, Bangalore India.

Chain-Rotational ambigram design for the word "design."
One can read the word both clockwise from the top or anti-clockwise, from the bottom.
Our latest article in the series we write for the journal TechTrends (under the broad rubric of Rethinking Technology & Creativity in the 21st Century) is an interview with Dr. Richard Buchanan. Dr. Buchanan is Professor of Design & Innovation in the Weatherhead School of Management at Case Western University, as well as being Chair Professor of Design Theory, Practice, and Entrepreneurship, in the College of Design & Innovation, Tongji University.

The interview covered a wide range of topics: from philosophy to history; from the role of intuition in perceiving the world in new ways to the relationship between design and creativity. Speaking of the latter he says:

I call design thinking creative inquiry. It is a form of creative action... It means asking and answering good questions about every situation we run into. [Designers have the] ability to ask questions of the environment, to interrogate the environment, and to find the answers shows this great perceptive capability.

You can read the complete article below.

Henriksen, D., Mishra, P., & The Deep-Play Research Group (2018). Creativity as Invention, Discovery, Innovation and Intuition: an Interview with Dr. Richard Buchanan Tech Trends. DOI https://doi.org/10.1007/s11528-018-0279-4

One of the greatest pleasures of my work here at ASU (with the Office of Scholarship & Innovation) has been the work we have been doing with local school districts. Essentially we collaborate with partner districts and community organizations to develop innovative solutions to the "wicked" problems in education. To achieve this, we use an intentional, collaborative, open-ended design process that values local context,diverse perspectives, intrapreneurial thinking and iterative testing of solutions. More here.

And yes, we are hiring!

The video below is about one such partnership with the leadership team at Madison School District to address the broad challenge of how might the district's leadership team become more innovative in their approach to problem-solving? Enjoy.
Thanks to the marketing team at MLFTC for shooting and creating the video. "d sign" image created by Punya Mishra

Pie upon reflection is nothing but 3.14!
A new version of a design I had created a year ago.
Original idea stolen from the Interwebs
Since it is Pi(e) day, I thought it would be fun to share another design I had created a while ago in response to one of the longest running challenges in geometry: the challenge of squaring a circle. As wikipedia says:

Squaring the circle is a problem proposed by ancient geometers. It is the challenge of constructing a square with the same area as a given circle by using only a finite number of steps with compass and straightedge.

Turns out this is impossible to do-and the main reason are the fascinating properties of the number . More on that Pi here. As Wikipedia goes on to say:

The transcendence of pi implies the impossibility of exactly "circling" the square, as well as of squaring the circle.

This is why "squaring the circle" has come to represent trying the impossible.

Impossible you say? Hah! I laugh at the face of such odds.

I am here to announce that after thousands of years of failure I have finally done what no one has ever done before - I have squared a circle. Not just that, I have gone one step further, I have also circled a square. The proof is in the pudding-pie you say! Well see for yourself. The design below should be self-explanatory.
Squaring a circle by circling a square
The square in the middle is actually a circle and the circle outside is actually a square! Or is it the circle inside is actually a square or the square outside is actually ...? Hmmm... Either way, Happy Pi Day!

Over the past year the Office of Scholarship and Innovation at the Mary Lou Fulton Teachers College, ASU has taken on a wide array of projects - everything from re-thinking how we support faculty research to reimagining what a computer labs can be; from building cool websites to support the college of education to developing partnerships with schools and districts to rethink education. You can find out more about all of these things by going to the OofSI (pronounced just as it is written) website.

I am lucky to have a dean who has a no-boundaries, cage-busting view of leadership and has provided us with the freedom and the structure to experiment and play. (You can read about her vision in a 3 part series here, here and here). Of course none of this would happen without the right group of individuals - the OofSI team.
This is just a long winded way of saying that we are hiring.
If you want to be part of this amazing team, who are truly at the forefront of educational change (at multiple levels), we are currently looking for one Multimedia Specialist and two Design Strategists. Follow the links to read the job descriptions.

So we are looking. We are looking for highly engaged, creative, energetic, passionate, individuals who can jump in and help the work we do (in partnership with schools and districts). A passion for improving education, a service orientated mindset, a willingness to take risks, a sense of comfort with ambiguity and an openness to collaboration and learning are key. A sense of humor is always a plus.

What typically does not make it into the job description is how important this work is. Maybe the most important work I have ever been part of. This is also the most fun job I have ever had and the potential for significant impact on the world of education is exciting. If you fit this profile or know someone who does, or just want to learn more, drop me a line at punya.mishra@asu.edu.

Modification of the TPACK diagram to capture all the sessions
related to TPACK in three upcoming conferences.
Here is a link to Issue #36 of the TPACK newsletter -a special spring conference issue that contains citations and abstracts for all of the TPACK-focused and TPACK-based presentations that are scheduled for this year's SITE conference in Washington, D.C. in March, AERA meeting in New York City in April, and ISTE conference in Chicago in June (a total of 46 TPACK-focused sessions in just 3 months!). As the introductory note in the pdf says, this newsletter includes:

Thanks always to Judi and her team for pulling all this information together and sharing it with the world. Previous newsletter are archived here.

The latest version of the TPACK newsletter (#35) is now available and can be found here (pdf). All previous issues are archived here. As always, thanks to Judi Harris and her team for all the work that goes into this.

I was recently in Baltimore for the 70th Annual Meeting of the American Association of Colleges of Teacher Education (AACTE), with a team from the Mary Lou Fulton Teachers College. We presented the work we are currently engaged in under the broad title of Reimagining the Role of the College of Education: One College's Ongoing Story. Presenters included Carole Basile (speaking about the overall thrust of the College's initiatives), Nicole Thompson (speaking of how we are reimagining teacher preparation) and yours truly (speaking of the community design labs and the work we are doing with school district partners). Brent Maddin could not make the meeting so his area (reimagining the educator work-force) was presented by Carole. The session was well attended and we got some good QnA at the end. This link provides a pdf version of the slides we presented.

180-degree rotational ambigram for "metaphor."
I have been (co)writing a series of articlesfor iWonder: Rediscovering School Science, a journal for middle school science teachers, published by the Azim Premji University. (Previous articles in this series can be found here, the most recent article can be found below, and the complete current issue can be found here.

Mashood, K. K., Mehta, R., & Mishra, P. (2018). To see a world: Using multiple metaphors in science education. iWonder. (1) p. 48-52.
Continue reading →
Abstract: As educators, we need to know that new learning is constrained and framed by our prior knowledge. Metaphors offer one way to harness this to our advantage. In this article we focus on a strategy of using multiple metaphors to explain complex scientific ideas, grounding our discussion in one specific example - that of teaching about energy.

Note: This post (and the SCALE instrument) has been updated on 2.21.18
Creativity is a key educational goal and essential 21st century skill. That said, much of the existing research in the field of creativity has focused on individual, psychological, and/or personality variables, which, while important, offer minimally practical advice to educators.The intentional design of learning environments is an area that has not seen much attention in the literature, yet it is profoundly important to supporting creativity in children.

In a recent paper (link below) Carmen Richardson and I propose an instrument ( Support of Creativity in Learning Environment: SCALE) that is designed to assess the ways in which a learning environment supports student creativity. SCALE is modeled on The Three-Minute Classroom Walk-Through and is a short, focused, and informal instrument aimed not to evaluate the teacher but rather to gather information about practice. SCALE measures three different aspects of a learning environment: Learner Engagement; the Physical Environment; and the Learning Climate.

The complete process that led to the development of the SCALE instrument can be found in:

Richardson, C., & Mishra, P., (2017). Learning Environments that Support Student Creativity: Developing the SCALE. Thinking Skills and Creativity https://doi.org/10.1016/j.tsc.2017.11.004

The actual instrument, along with some background information and instructions for use can be found below:

Richardson, C. & Mishra, P. (2017). Support of Creativity in Learning Environment: SCALE).

I am thrilled to announce the publication of a new book, a Mishra-Henriksen production titled Creativity, Technology & Education: Exploring their Convergence. This book is a collection of essays that first appeared the journal TechTrends.

These essays provide a broad analytic frame for thinking about creativity, technology and education and describe classroom examples as well as strategies for evaluating creative artifacts and creative environments. We see this book as an important resource for educators and practitioners as they seek to incorporate creative work and thoughtful pedagogy in their personal and professional lives. In his foreword, Yong Zhao, Foundation Distinguished Professor, University of Kansas writes:

In this collection of beautifully written essays, Mishra, Henriksen, and the Deep-play Research Group challenge myths about technology and creativity, debate time-honored instructional practices, and play with new ideas for schools to care for and nurture, rather than constrain, creativity. These essays are provocative ... refreshing, [and] insightful.

Complete Reference:
Mishra, P., Henriksen, D. & The Deep-Play Research Group (2018). Creativity, Technology & Education: Exploring their Convergence. SpringerBriefs in Educational Communications & Technology. Published by the Association for Educational Communications & Technology & Springer. [ Link to Amazon page]

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A silent white board Scribble a first line, and wait Emergent haiku. Last Friday, goofing off between meetings, I scribbled one line, five syllables long, on one of the white-boards in our office space. Within a few minutes, lo and behold, was a lovely haiku, courtesy of my colleagues Clarin Collins and Jennifer Stein, each contributing a line.

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¿ Qué es el modelo TPACK ? |  Classmatic

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1. Modelo relacional: El dominio del contenido, la pedagogía y la tecnología no aseguran por sí solos una enseñanza eficaz integrando TIC

2. Toma de decisiones. La reflexión sobre los múltiples aspectos de estos espacios de intersección favorece una concepción de la programación y puesta en práctica como un proceso continuo de toma de decisiones en torno a los distintos elementos del currículo

3. Modelo situacional. Se pone en valor la importancia del contexto en la medida que condiciona estas decisiones en torno a la selección, secuenciación, organización, aplicación y análisis de contenidos, estrategias y tecnologías

4. Innovación TIC. El modelo TPACK puede contribuir a reorientar, centrar y filtrar los distintos usos educativos de las TIC

5. Formación del profesorado. Del análisis que propone el modelo se pueden deducir las competencias del profesorado para la integración de las TIC en la docencia que desempeña

6. Investigación educativa. El marco expuesto establece las bases para definir proyectos de investigación que permitan analizar las interacciones complejas de los 3 componentes: contenido, pedagogía y tecnología

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Conocimiento de contenidos (CK). El docente debe conocer y dominar el tema que pretende enseñar

Conocimiento pedagógico (PK). Se refiere al conocimiento de los procesos de enseñanza y aprendizaje

Conocimiento tecnológico (TK) Alude al conocimiento sobre el uso de herramientas y recursos tecnológicos

Conocimiento Pedagógico del Contenido (PCK) Se centra en la transformación de la materia a enseñar que se produce cuando el docente realiza una interpretación particular del contenido

Conocimiento Tecnológico del Contenido (TCK). Se refiere a la comprensión de la forma en que tecnología y contenidos se influyen y limitan entre sí

Conocimiento Tecnológico Pedagógico (TPK). Alude a cómo la enseñanza y el aprendizaje pueden cambiar cuando se utilizan unas herramientas tecnológicas u otras

Conocimiento Tecnológico Pedadógico del Contenido (TPCK) Una forma significativa y eficiente de enseñar con tecnología que supera el conocimiento aislado de los distintos elementos (Contenido, Pedagogía y Tecnología) de forma individual

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Es un modelo que identifica los tipos de conocimiento que un docente necesita dominar para integrar las TIC de una forma eficaz en la enseñanza

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Ha sido desarrollado entre el 2006 y 2009 por los profesores Punya Mishra y Mattew J. Koehler , de la Universidad Estatal de Michigan

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El modelo TPACK resulta de la intersección compleja de los tres tipos primarios de conocimiento: Contenido (CK), Pedagógico (PK) y Tecnológico (TK)