Technology-enhanced creativity
20/09/2021
This multiple case study explored educational technology-integration expert teachers’ beliefs about and experiences with nurturing creativity in technology-enhanced learning environments. Data was collected through qualitative methods (interviews, classroom observations, document analysis) from 12 purposefully sampled technology-integration expert secondary school teachers of six curricular areas, and their students. Analysis revealed that expert teachers’ epistemic beliefs about creativity influenced their technology-based creativity fostering practices, with beliefs about assessment constituting a considerable barrier.