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Preservice teachers’ perspectives on the definition and assessment of creativity and the role of web design in developing creative potential

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Abstract

This empirical study explores the perspectives of eight preservice teachers on the meaning and assessment of creativity and the role of web design in developing creative potential. Data sources included eight semi-structured interviews analyzed by three independent raters, web design checklists, and interviewer’s notes. Five themes emerged from participant responses during data analysis: a) definition of creativity, b) assessment of creativity, c) creativity and instructional strategies, d) creativity and problem solving, and e) creativity and web design. Web design is viewed as a process of ill-structured problem solving that educators can integrate in the curriculum to link content knowledge with the construction of a tangible product. Each of the web design steps, according to these preservice teachers, is important in developing and realizing the creative potential because they require comprehension, analysis, synthesis, application, and evaluation skills to create a unique product.

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Author information

Authors and Affiliations

  1. Oklahoma State University, 210 Willard Hall, Stillwater, OK, 74074, USA

    Pavlo D. Antonenko

  2. Iowa State University, N108 Lagomarcino Hall, Ames, IA, 50014, USA

    Ann D. Thompson

Authors
  1. Pavlo D. Antonenko
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  2. Ann D. Thompson
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Corresponding author

Correspondence to Pavlo D. Antonenko.

Appendices

Appendix 1

1.1 Interview protocol

Creativity Definition and Instruction

Creativity and Web Design

1. Please think of a couple of creative people you know. What makes them creative? Does it make them more successful than the others? Are you a creative person? Why?

9. Can technology help people enhance their creativity? Why? If Yes, what particular types of technology? What aspects of this technology help people develop creativity?

2. Do you think creativity is an inborn quality? Or can everybody develop it? Why?

10. How about you? Can you say that a specific technology helped you become a more creative person? Why?

3. Do you think there are different kinds of creativity? If yes, what are they? Why?

11. What technologies have more potential to develop somebody’s creativity than the others? Please give examples. Why?

4. What would be your definition of creativity? Why? What is the most important characteristic of creativity, something that can’t be left out?

12. What about web design? Can it be used as a tool of improving creativity? Why? Or why not?

5. How would you go about assessing creativity? Is it easy or difficult to do? Why?

13. If Yes to Q.12, based on your experience in the Instructional Technology course—what aspects of web design are most important in developing creativity? Go through the checklist together, explain the terms if necessary.

6. How do you think people agree about who to call a creative person?

14. Are you going to use web design projects in your future classroom? What type of projects? What content areas? Why?

7. Do you think creative abilities can help people learn better?

15. If Yes to Q.12, do you think web design should be taught as a separate subject in schools?

8. What can enhance a person’s creative potential? Formal education? Teaching methods? Attitudes?

16. When you publish your web project on the web, you share it with a very large community of Internet users. Think of the WebQuest that you completed in Introduction to Instructional Technology. How do you feel about it as the author of this project?

Appendix 2

1.1 Creativity and web design checklist

  1. 1.

    Research

    • Understand the problem

    • Research the problem, possible solutions and the targeted audiences/users

  2. 2.

    Define

    • Identify possible communication problems, ways to solve them (accessibility, universal design).

    • Define the goal, functions, and targeted users of the website

  3. 3.

    Build Information Structure

    • Organize information and determine navigation method (site map and/or flow chart)

    • Testing & group discussion

      1. A.

        Organizing information

        • How should this material be prioritized?

        • What does the audience need to know about this subject?

        • What do they want to do with the information?

        • List all possible content categories

        • Group things by topic

        • Arrange the groups into a structure

  4. 4.

    Conceptualize

    • Revise your design concept

    • Build website identity (logos etc.)

    • Define the visual theme and style

    • Sketches, Photoshop/Illustrator mock-ups

    • Testing & group discussion

  5. 5.

    Design

    • Design website interface

    • Design a system of web page layouts

    • Sketches, Photoshop/Illustrator mock-ups

    • Testing & group discussion

  6. 6.

    Production

    • Graphic production & content editing.

  7. 7.

    Development

    • Set up site structure, web page templates

    • Part-out graphic elements

    • Testing model of your website

  8. 8.

    Execution

    • Build HTML pages

    • Input content and graphic elements

    • Website testing and publishing

    • Working model of your website

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Antonenko, P.D., Thompson, A.D. Preservice teachers’ perspectives on the definition and assessment of creativity and the role of web design in developing creative potential. Educ Inf Technol 16, 203–224 (2011). https://doi.org/10.1007/s10639-009-9112-1

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