Task 1: Fostering creativity through the use of 3D design software; Tinkercad

Creative software such as Tinkercad is integrated with 3D printing, enabling users of any age to traverse and gain 3D design skills through ready-made projects or their own designs. This software mainly employs 3D Design, Electronics, and Visual Code Blocks, allowing students to create unique designs by combining a plethora of pre-made shapes which are readily available just by a simple click and drag. It all sounds like such a clever and easy way to foster creativity, but let’s delve deeper into the practicality and effectiveness of this emerging technology in classrooms.

Common student users have perceived this software as ‘generally useful and easy to use’ and research has ‘determined that they were highly motivated for interest and appreciation’ (Eryilmaz & Deniz, 2021). This perception of Tinkercad is characterised by how frequently and effectively it is used in the classroom, and it’s quite interesting how this affects the level of creative stimulation in students. Research has shown that students who were first-time users of Tinkercad preferred not to use it as it was ‘unremarkable, difficult to learn and incomprehensible’, while students who used Tinkercad frequently stated that it was ‘fun, improves their imagination and are curious about the program’ (Eryilmaz & Deniz, 2021).

Now as educators, we always seem to have keen intentions and efforts in supporting the creativity in our students, however our guidance may be lacking. Our lack thereof may be one of the determining factors of stifling creativity in our students.

If we have a quick glance at Figure 1, hopefully we can agree that creative teaching and learning, creative pedagogy and teaching for creativity all seem to be interconnected.

Figure 1: 'The three elements of creative pedagogy' (Lin, 2011)

Furthermore, Figure 2 exhibits an interplay of the teacher delivering knowledge and the learners listening and accepting what is being taught. These elements are crucial in building context for students' creative development and engagement.

Figure 2:‘Conventional teaching and learning process’ (Lin, 2011)

With the knowledge of this framework, amidst the addition of expert practice, being integrated with the use of emerging technologies like Tinkercad in this case, it is feasible to strengthen creativity in students which further enables them to develop computational, critical, and problem-solving skills, all whilst understanding and enjoying the task at hand.

For example, in a Stage 3 Math class, students can use Tinkercad to investigate 3D shapes. With thorough modelling, inquiry and explanation from the teacher prior to setting the task, and clear guidance throughout, students can engross in learning as they are given a supportive and collaborative environment which builds context for their creative development and engagement.

Exploring 3D shapes (original screen recording)

References:

Eryilmaz, S., & Deniz, G. (2021). Effect of Tinkercad on Students' Computational Thinking Skills and Perceptions: A Case of Ankara Province. Effect of Tinkercad on Students' Computational Thinking Skills and Perceptions: A Case of Ankara Province , 20(1), 25–32. Retrieved from https://files.eric.ed.gov/fulltext/EJ1290797.pdf.

Lin, Y.-S. (2011). Fostering Creativity through Education—A Conceptual Framework of Creative Pedagogy, 2(3), 150–153. Retrieved from https://file.scirp.org/Html/6710.html.