Danah Henriksen | Arizona State University (original) (raw)

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Papers by Danah Henriksen

Creativity is essential to effective thinking and learning across disciplines. It is increasingly... more Creativity is essential to effective thinking and learning across disciplines. It is increasingly viewed as a vital skill for working, thinking, and living in the 21st century. Yet, there remains little understanding of effective applications of creative teaching in mathematics classrooms. This is reflected in the lack of a consistent understanding of what creativity means or looks like in successful math teaching. In this piece, we explore creativity as a construct of effective mathematics teaching, sharing ideas and examples from an award-winning math teacher. In a previous study, Henriksen and Mishra (2015) investigated creative teaching practices through in-depth interviews with award-winning teachers. The study explored themes central to the practices of successful, creative teachers, in their beliefs and practical teaching approaches. Here, we examine these ideas with a focus on mathematics education. This article synthesizes core creative teaching themes, through examples, ideas, and comments shared during an interview the first author conducted with noted mathematics educator Alex Kajitani (a California Teacher of the Year, and a National Teacher of the Year finalist).

Although discussions of thinking skills often revolve around students and learners, it is equally... more Although discussions of thinking skills often revolve around students and learners, it is equally important to consider habits of mind and thinking skills for successful and creative teachers. Teachers are primary mediators of thinking and learning for their students, and understanding how excellent teachers function and use thinking skills is an important, albeit often underserved, area of research. Amid the expansion of research and discussion around thinking skills in general, one approach that has garnered interest in recent years is the idea of " transdisciplinary " thinking—which entails effective approaches to thinking and working, that cut across disciplinary boundaries. Existing research has shown that the most successful creative thinkers in the sciences tend to use a set of meta-level cognitive " transdisciplinary " skills. While others have suggested this transdisciplinary skill set as a framework for teaching, it has not yet been formally studied with regard to teachers, particularly those deemed as " effective " or " creative ". This article discusses a qualitative study that investigated the use of seven transdisciplinary thinking skills among highly accomplished and nationally award winning teachers. National teacher of the year award winners and finalists were interviewed with regard to their use of transdisciplinary thinking skills in their teaching beliefs and practices. Results exemplify how such skills are used by such effective, creative teachers in a diverse range of ways, with broader implications for future study and practice.

This paper identifies trends in the emerging models of knowledge production available in our soci... more This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.

In this article we examine the need for fostering transformative learning, emphasizing the roles ... more In this article we examine the need for fostering transformative learning, emphasizing the roles that trans-disciplinary thinking and recent technologies can play in creating the transformative teaching and learning of the 21 st century. We introduce the Technological, Pedagogical Content Knowledge (TPACK) framework as a starting point for discussing the special kinds of knowledge, skills, and understanding that teachers require in order to become effective classroom mediators of transformative learning experiences. Within this framework, we propose seven cognitive tools needed for success in the new millennium, and describe how teachers can repurpose digital technologies to use these cognitive tools.

ICT in Education in Global Context, Nov 3, 2015

In this chapter, we develop a definition of e-leadership that extends from the business sector to... more In this chapter, we develop a definition of e-leadership that extends from the business sector to encompass educational contexts. We describe schools as complex ecologies and dynamic organizations that require a change in both traditional forms of leadership and more recent ICT use. We use the RAT (Replace, Amplify, Transform) framework to explain the varying degrees to which ICT has been used in business and education and relate this model to the research in e-leadership. It is through the purposeful, transformational use of ICT and the meaningful development of multiple kinds of knowledge that those in charge of teacher education and growth can use ICT to develop a new kind of teacher leader.

This paper describes how differences in pedagogy and content led to instructors to exercise situa... more This paper describes how differences in pedagogy and content led to instructors to exercise situational creativity in designing new models of learning and instruction at the graduate level. The term synchronous hybrid learning is introduced to describe a real-time learning environment that is simultaneously face-to-face (F2F) and online. Through direct observation and first-hand involvement in three new course designs, a behind-the-scenes account centers on the instructors' use of situational creativity to solve complex contextual challenges. Each course was designed to address unique pedagogical and technological challenges, in which a "one size fits all" approach was not possible. This has serious implications for strategies aimed at educators' professional development and related technology support. Educators should remain sensitive to the limits of technology, and employ situational creativity to "zones of possibilities" within those limits.

Tech Trends

he past few decades have seen a tremendous burst of creativity and innovation fueled by digital t... more he past few decades have seen a tremendous burst of creativity and innovation fueled by digital technologies. From Google to Facebook, from cloud computing to tablet devices, new technologies have had an immense impact on the how we live, work and communicate. These new tools, devices, and applications, when combined with the economic and social pressures of globalization, are ushering in whole new world. Given this relationship between creativity and technology it is not surprising that educators (particularly those who are technically inclined) have argued that teaching and learning in this emerging world needs to emphasize these twin issues -technology and creativity. Thus it is important for us as educators to explore the relationship between technology and creativity, particularly in educational contexts.

AERA paper - 2003 conference, 2003

Creativity is essential to effective thinking and learning across disciplines. It is increasingly... more Creativity is essential to effective thinking and learning across disciplines. It is increasingly viewed as a vital skill for working, thinking, and living in the 21st century. Yet, there remains little understanding of effective applications of creative teaching in mathematics classrooms. This is reflected in the lack of a consistent understanding of what creativity means or looks like in successful math teaching. In this piece, we explore creativity as a construct of effective mathematics teaching, sharing ideas and examples from an award-winning math teacher. In a previous study, Henriksen and Mishra (2015) investigated creative teaching practices through in-depth interviews with award-winning teachers. The study explored themes central to the practices of successful, creative teachers, in their beliefs and practical teaching approaches. Here, we examine these ideas with a focus on mathematics education. This article synthesizes core creative teaching themes, through examples, ideas, and comments shared during an interview the first author conducted with noted mathematics educator Alex Kajitani (a California Teacher of the Year, and a National Teacher of the Year finalist).

Although discussions of thinking skills often revolve around students and learners, it is equally... more Although discussions of thinking skills often revolve around students and learners, it is equally important to consider habits of mind and thinking skills for successful and creative teachers. Teachers are primary mediators of thinking and learning for their students, and understanding how excellent teachers function and use thinking skills is an important, albeit often underserved, area of research. Amid the expansion of research and discussion around thinking skills in general, one approach that has garnered interest in recent years is the idea of " transdisciplinary " thinking—which entails effective approaches to thinking and working, that cut across disciplinary boundaries. Existing research has shown that the most successful creative thinkers in the sciences tend to use a set of meta-level cognitive " transdisciplinary " skills. While others have suggested this transdisciplinary skill set as a framework for teaching, it has not yet been formally studied with regard to teachers, particularly those deemed as " effective " or " creative ". This article discusses a qualitative study that investigated the use of seven transdisciplinary thinking skills among highly accomplished and nationally award winning teachers. National teacher of the year award winners and finalists were interviewed with regard to their use of transdisciplinary thinking skills in their teaching beliefs and practices. Results exemplify how such skills are used by such effective, creative teachers in a diverse range of ways, with broader implications for future study and practice.

This paper identifies trends in the emerging models of knowledge production available in our soci... more This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.

In this article we examine the need for fostering transformative learning, emphasizing the roles ... more In this article we examine the need for fostering transformative learning, emphasizing the roles that trans-disciplinary thinking and recent technologies can play in creating the transformative teaching and learning of the 21 st century. We introduce the Technological, Pedagogical Content Knowledge (TPACK) framework as a starting point for discussing the special kinds of knowledge, skills, and understanding that teachers require in order to become effective classroom mediators of transformative learning experiences. Within this framework, we propose seven cognitive tools needed for success in the new millennium, and describe how teachers can repurpose digital technologies to use these cognitive tools.

ICT in Education in Global Context, Nov 3, 2015

In this chapter, we develop a definition of e-leadership that extends from the business sector to... more In this chapter, we develop a definition of e-leadership that extends from the business sector to encompass educational contexts. We describe schools as complex ecologies and dynamic organizations that require a change in both traditional forms of leadership and more recent ICT use. We use the RAT (Replace, Amplify, Transform) framework to explain the varying degrees to which ICT has been used in business and education and relate this model to the research in e-leadership. It is through the purposeful, transformational use of ICT and the meaningful development of multiple kinds of knowledge that those in charge of teacher education and growth can use ICT to develop a new kind of teacher leader.

This paper describes how differences in pedagogy and content led to instructors to exercise situa... more This paper describes how differences in pedagogy and content led to instructors to exercise situational creativity in designing new models of learning and instruction at the graduate level. The term synchronous hybrid learning is introduced to describe a real-time learning environment that is simultaneously face-to-face (F2F) and online. Through direct observation and first-hand involvement in three new course designs, a behind-the-scenes account centers on the instructors' use of situational creativity to solve complex contextual challenges. Each course was designed to address unique pedagogical and technological challenges, in which a "one size fits all" approach was not possible. This has serious implications for strategies aimed at educators' professional development and related technology support. Educators should remain sensitive to the limits of technology, and employ situational creativity to "zones of possibilities" within those limits.

Tech Trends

he past few decades have seen a tremendous burst of creativity and innovation fueled by digital t... more he past few decades have seen a tremendous burst of creativity and innovation fueled by digital technologies. From Google to Facebook, from cloud computing to tablet devices, new technologies have had an immense impact on the how we live, work and communicate. These new tools, devices, and applications, when combined with the economic and social pressures of globalization, are ushering in whole new world. Given this relationship between creativity and technology it is not surprising that educators (particularly those who are technically inclined) have argued that teaching and learning in this emerging world needs to emphasize these twin issues -technology and creativity. Thus it is important for us as educators to explore the relationship between technology and creativity, particularly in educational contexts.

AERA paper - 2003 conference, 2003

A key focus at the Thematic Working Group 6 on Creativity in a Technology Enhanced Curriculum at ... more A key focus at the Thematic Working Group 6 on Creativity in a Technology Enhanced
Curriculum at EDUsummIT 2015 in Bangkok, was on building an understanding of areas of intersection of creativity and technology in teaching and learning, and identifying ways that creativity can become more deeply integrated into technology-­‐rich curriculum for teachers and students within developed and developing contexts. A main part of the rationale for this lies in the vital role that creativity plays as a principal driver for much of the growth, development, and new innovations that have occurred throughout human history and society, as well as the increasing need for it to address problem solving and learning in our complex world. Contemporary technologies provide new and powerful ways for individuals and groups of individuals to be creative and it is important to give consideration to how these opportunities fit within a 21st century framework for education.

With Sarah Keenan & Danah Henriksen This presentation explores an online, graduate-level educati... more With Sarah Keenan & Danah Henriksen
This presentation explores an online, graduate-level educational technology course at Michigan State University that approaches learning as an active, socially-mediated construction of knowledge. We will discuss how projects in this highly-rated course allow students to “learn by design”, through creating authentic teaching artifacts (e.g. podcasts, videos, and creative educational technology lessons). We also note how the course is structured to help students evaluate/reflect on their technology-based teaching experiences through online discussion and writing. Students in the associated graduate program come from diverse educational roles, so we explore the wide range of creative expressions demonstrated in the course, and how these projects involve learning and teaching across varied settings. Drawing upon our experience as instructors, we discuss ways that we encourage students in this online setting to become more reflective practitioners.

by Ken Friedman, Cees de Bont, Derek B Miller, Jordan Beck, Susu Nousala, Danah Henriksen, Jerry Diethelm, Cara Wrigley, Don Norman, Gerda Gemser, Maria Camacho, Justin Cook, Hugh Dubberly, and Kees Dorst

This issue we address is “The Design Continuum from Simplicity to Complex Systems.” Articles incl... more This issue we address is “The Design Continuum from Simplicity to Complex Systems.” Articles include: 1) “From Autonomous Systems to Sociotechnical Systems: Designing Effective Collaborations” by Kyle J. Behymer and John M. Flach with commentary by Derek Miller, Hugh Dubberly, Paul Pangaro, and Susu Nousala. 2) “Examining Practical, Everyday Theory Use in Design Research” by Jordan Beck and Erik Stolterman with commentary by Danah Henriksen, Jeffrey Bardzell, and Deirdre Barron. 3) “Design Innovation Catalysts: Education and Impact” by Cara Wrigley. 4) “De-Colonizing Design Thinking” by Jerry Diethelm. There are also book reviews by Luke Feast and Don Norman, and an exchange of letters between Stuart Walker, Gerda Gemser, and Cees de Bont.