Teachers Being Creative: Technology in Drama?

Lupson, Kathryn (2017). Teachers Being Creative: Technology in Drama? EdD thesis The Open University.

DOI: https://doi.org/10.21954/ou.ro.0000c052

Abstract

The importance of creativity in the teaching of Drama in secondary schools has long been accepted (Davis 2010) and during the last 20 years, the importance of technology in the teaching of any school subject has grown. This thesis explores the journey of two Drama teachers as they attempted to develop their creative use of technology. My findings contribute to increased understanding of the challenges in developing the creative use of technology in Drama teaching. The key research question focussed on whether the participants were able to use technology creatively.

The research used a naturalistic method of enquiry, based in two similar schools in the same county. An action research cycle took place over three phases during one academic year. The data collection methods used were video recordings of the Year 7 lessons focussing on the teacher with both participants blogging about their experiences. The data was analyzed using Template analysis and Critical Incident analysis. The research challenges the view that creativity has a definitive meaning, rather that creativity is a fluid set of concepts that can be applied in a variety of styles in the classroom.

The main findings of the research reveal the evolution of the creative attitudes of the participants as their technology use developed. This research contributes to the theoretical knowledge of the concept of creativity in education and its practical applications in the classroom. The study reveals the creative journey of both participants, the divergence of these journeys and the potential to enhance the creative experience for teachers in our schools. It also challenges the belief that creativity in the classroom can be generated using a pre-determined set of approaches.

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