Педагогические науки/5. Современные методы преподавания

Tulegenova A.M., Shilterkhanova A.Zh.

Eurasian national university named by L.N. Gumilyev

Developing creativity through innovative technologies

In the creativity-fostering classroom, teachers generate and maintain a climate in which creative thinkers are respected, students tolerate new ideas, conformity is not imposed, and diversity in ideas is encouraged and appreciated. Teachers can improve creative thinking in students by providing choices, rewarding different ideas and products, encouraging sensible risks, and emphasizing students’ strengths and interests. With increasing diversity in the classroom, teachers can utilize the positive aspects of cultural diversity that can benefit all students and make efforts to promote creative problem solving and idea generation among students. Furthermore, when teachers construct real and critical events, model their own creativity for students, and use space creatively, creative learning is likely to occur [1,192].

Creativity is a characteristic of:

· People – our self-esteem and confidence as creative people – who we are;

· Processes – the creative skills and knowledge we can use – how we do things;

· Products – the outcomes of our creative efforts – what we do.

Innovative Technologies in Education is the educational institution that provides wide range of services in the area of education.

Modern pedagogical science seeks to use new technology in teaching. The aforementioned interactive media get their proper use. Most of the wide variety of interactive educational software for learning English is aimed at independent elaboration of phonetic and grammatical aspects and making their use automatic. Features of these programs include interactive dialogues, speech recognition and visualization of pronunciation, animated videos showing articulation of sounds, exercises for development of all kinds of speech skills, videos with translation, and tracking one’s own learning outcomes.

Along with the use of traditional technology learning, opportunities for new information technology can help teachers in the selection of more interesting and varied educational materials to carry out a differentiated approach for each student, and thereby contribute to better assimilation of necessary knowledge and skills.

Among the various types of innovation, as shown by the results of a survey conducted in the universities of the CIS, teachers are most familiar with training through the use of multimedia tools (66.7 %).

Multimedia technology is considered to be information technology training that integrates audiovisual information in several media (text, video, audio, graphics, animation, etc.). This implements interactive dialogue with user systems and various forms of self-employment [5].

Computer networking is a discipline that focuses on the study of communication structures, such as interface, connecting media, flow and error control, and access and routing algorithms. The teaching of computer networks in English classrooms emphasizes alternative approaches, such as the layered approach that accents network architecture, protocols and implementation.

Every child is born with the potential of being creative. Creativity is a crucial aspect of any personality. It helps to analyze things in diverse and uncommon way. Creativity does not just happen; it needs to be cultivated, and the cultivation of creativity in every kid starts from the classroom. Here is the one of the activities that can help teachers to promote or cultivate creativity in the classroom:

Listen and throw

Of course, there’s no reason why you shouldn’t go back to your trusty textbook audio CD. Go ahead, and spice up the accompanying activities to make this CD even more valuable as a learning tool. In this exercise, students are listening for a specific answer to a question in an audio dialogue.

The game plan:

• Sit the students in a circle and split them into three or four teams.

• Give each individual a piece of paper that’s their team color. Have them scrunch the paper into a ball.

• Place three baskets in the middle of the circle, each with a possible answer written on it.

• Ask a question relating to the listening exercise — this should preferably be something that appears near the end of the dialogue. For example, “Whose birthday is it?”

• Students listen to the dialogue and throw their paper ball when they know the answer. Count the colors in the correct basket to determine the winner.

Conclusion

Research and literature in the field suggest that creativity should be conceptualized as a skill, which everyone can develop, and therefore, which can be fostered or inhibited in education. Also creativity is understood as a product or process that shows a balance of originality and value. This work highlights that technology does not quell creativity, in fact, there’s a great deal of evidence that suggests that technology enhances creativity.  Certainly, we are expected to be more creative in our working lives than a generation ago.  The truth is that by expanding possibilities and automating part of the creative process, we can all be more creative and productive.

Bibliography

1. Hoang, T. (2008). Creativity: A motivational tool for interest and conceptual understanding in science education. International Journal of Humanities and Social Science, 1(4), 209-215.

2. http://www.innovationexcellence.com/blog/2013/01/10/30-ways-to-promote-creativity-in-your-classroom/

3. Cropley, A. J. (2001) Creativity in Education and Learning: A Guide For Teachers and Educators. London: Kogan Page.

4. Creativity in the classroom: schools of curios delight/Alane Jordan Starko - 4^th ed.

5. http://www.moluch.ru/conf/ped/archive/97/4368

6. Fisher R. (1997) Games for Thinking. Oxford: Nash Pollock.

7. Ala-Mutka, K., Punie, Y., & Redecker, C. (2008b). ICT for Learning, Innovation and Creativity, http://ftp.jrc.es/EURdoc/JRC48707.TN.pdf.