Florence R. Sullivan, Ph.D.
Creativity, Technology, and Learning provides a comprehensive introduction to theories and research on creativity in education and, in particular, to the role of digital-learning technologies in enabling creativity across classroom learning environments. Topical coverage includes play, constructionism, multimodal learning and project-/problem-based learning. Creativity is uniquely positioned throughout the book as an integral component of the educational process and also as a foundational aspect of self-actualization, thriving communities, and humane societies.
Through in-depth, empirically based discussions of the philosophical, curricular and pedagogical elements of creativity, Sullivan demonstrates how creativity can be fostered across the curriculum through the use of digital-learning technologies in design, personal expression and problem-solving activities.
Selected Articles & Chapters
Sullivan, F.R., Keith, P.K., & Wilson, N.C. (2016). Learning from the periphery in a collaborative robotics workshop for girls. Universal Journal of Educational Research, 4(12), 2814 - 2825. doi: 10.13189/ujer.2016.041215 Download here.
Sullivan F.R. & Wilson, N. (2015). Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups. The Journal of the Learning Sciences. DOI:10.1080/10508406.2013.839945 Download here.
Sullivan, F.R., Kapur, M., Madden, S. & Shipe, S. (2015). Exploring the role of 'gendered' discourse styles in online science discussions. International Journal of Science Education, 37(3), 484-504. DOI: 10.1080/09500693.2014.994113 Download here.
Sullivan, F.R. & Lin, X.D. (2012). The ideal science student survey: Exploring the relationship of students' perceptions to their problem solving activity in a robotics context. Journal of Interactive Learning Research, 23(3), 273-308. Download here.
McCormick, C. B., Dimmitt, C. & Sullivan, F.R. (2012). Metacognition, learning, and instruction. In W. M. Reynolds & G. E. Miller (Eds), Handbook of Educational Psychology (Second Edition, pp. 69-98 ). Volume 7 of the Comprehensive Handbook of Psychology,em> Editor-in-Chief: I.B. Weiner. New York: Wiley. Download here.
Sullivan, F.R., (2011). Serious and playful inquiry: Epistemological aspects of collaborative creativity Journal of Educational Technology and Society, 14(1), 55-65. Download here.
Sullivan, F.R., et. al., (2011). Representational guidance and student engagement: Examining designs for collaboration in online synchronous environments. Educational Technology Research & Development, 59(5), 619-644.Download here.
Lin, X.D., Siegler, R.S., & Sullivan, F.R. (2010). Students' goals influence their learning. In D.D. Preiss & R.J. Sternberg (Eds.), Innovations in Educational Psychology pp. 79-105. New York, NY: Springer. Download here.
Hong, H.Y., & Sullivan, F.R. (2009). Towards an innovation-oriented instructional design to support learning as knowledge creation. Eductional Technology Research & Development. Download here.
Sullivan, F.R., & Moriarty, M.A. (2009). Robotics and discovery learning: Pedagogical beliefs, teacher practice and technology integration. Journal of Technology and Teacher Education, 17(1), 81-114. Download here.
Sullivan, F.R., (2009). Risk and responsibility: A self-study of teaching in second life. Journal of Interactive Learning Research, 20(3), 337-357. Download here.
Sullivan, F.R., (2008). Robotics and science literacy: Thinking skills, science process skills, and systems understanding. Journal of Research in Science Teaching, 45(3), 373-394. Download here.
Lin, X.D. and Sullivan, F.R. (2008). Computer contexts for supporting metacognitive learning. In J.Voogt & G. Knezek (Eds.), The International Handbook of Information Technology in Primary and Secondary Education (pp. 281-298). New York, NY: Springer. Download here.