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INTRODUCCION:

In the diverse contexts of educational innovation, creativity techniques that have been tested in different fields, both pedagogical and other professional sectors, are of particular interest. The opportunity that comes with applying creativity tools is not foreign to any teacher. However, in order to generate an innovative approach to teaching, it is necessary to understand the strategy and objectives of such innovation from the outset.

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To generate an innovative approach to teaching, it is necessary to understand the strategy and objectives of such innovation from the outset:

1. Understand the concepts of creativity and innovation as applied to teaching.

2. Learn the main tools and strategies for creativity and innovation.

3. Provide a framework of competencies based on creativity and innovation, in the form of learning and innovation profiles/roles.

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Creativity and innovation have become mantras of our time. It seems that if we do not include creativity and innovation in practically every area of our lives, we are not doing things quite right. While this is true, in the field of education we find ourselves needing to include new ways of impacting students, of achieving our educational goals more effectively, and also of making the learning experience more rewarding for everyone involved.

It should be noted that the value that creativity has acquired as an essential element to be developed by young people is incalculable, considering that we do not yet know what most of the professions of the future will be.

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Firstly, creativity is not a diagnosis and cannot be measured. Secondly, being creative does not mean being funny. Thirdly, being witty does not mean being creative. Fourthly, being creative does not mean having a taste for arts and crafts. And finally, being restless or hyperactive does not mean being creative. Furthermore, creativity does not refer to originality and should not be confused with eccentricity.

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Creativity is one of 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.

A person's creativity lies in the combination of an attitude, a set of skills, and a way of working according to a set of rules, techniques, and methods. The creativity of a result of the creative process lies in the achievement of certain characteristics in that result. In any case, it is always the community or society, through its experts in the particular field in question, and not the author, who evaluates and determines the value given to the author and their works. In the case of the classroom, it is the teacher who exercises this expert role.

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It is important to mention that creativity is about ideas. Innovation is about doing things. It is 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 its longevity in the market or, more precisely, the repeat loyalty of a user or customer.

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The main difference between creativity and innovation is the approach. Creativity has to unleash the mind's potential to conceive new ideas. The concepts it can manifest take different forms or can be considered experiments within the mind itself.

Creativity is subjective, and as we have seen, it is difficult to measure. Innovation, however, is completely measurable. Innovation promotes change 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 an appropriate 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, but the difference between these three concepts is that, as we know, research refers to activities whose objective is the acquisition of new knowledge. In contrast, the concept of development refers to the acquisition, combination, configuration, and use of existing knowledge and techniques of a scientific, technological, business, or other nature, with a view to the development of plans and structures or product designs. And finally, innovation, as we shall see, goes further. It makes use of knowledge and also a plan, but its priority is application and viability in a real environment.

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Innovation refers to the action and effect of innovating (which in turn is defined as changing or altering something, introducing new features). It is also the creation or modification of a product and its introduction into a market. In other words, ideas can only become innovations if they lead to the implementation of new products, services, or procedures that are truly successful and become widespread.

It is also important to mention that innovation is not just about improving a process or product, but also involves generating real change. It means committing to a service, process, or resource that introduces differentiated elements of value and also brings added quality. It involves taking risks, as neither the path nor the results to be obtained are known in advance. This is a very important aspect, as many organizations adopt extremely conservative positions precisely because they consider risk to be a threat.

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Educational innovation as a set of ideas, processes, and strategies, more or less systematized, through which attempts are made to introduce and bring about changes in current practices. (...) Its purpose is to alter the current reality, modifying conceptions and attitudes, altering methods and interventions, and improving or transforming, as appropriate, the processes of teaching and learning.