Navigating creativity, technology, and human-centred learning: An open, collaborative education community reflection

Abstract

We live in a postdigital world - a messy and paradoxical condition of art and media after a series of digital technology revolutions (Anderson et al., 2014, cited in Jandrić et al., 2018). ‘Postdigital’ does not mean that we have moved beyond the influence of technology, but rather we exist in a digitally saturated landscape where it no longer makes sense to distinguish, say, between education and so-called Technology Enhanced Education. Technology is a fact of our educational lives. This paper examines the postdigital classroom as a dynamic space where technology is not merely adopted for its own sake but thoughtfully integrated to foster equitable, student-centred learning. Through provocative vignettes, the authors critically explore the interplay between digital tools and hands-on, embodied practices such as making, drawing, and play. They advocate for a reimagined postdigital classroom - one that is flexible, inclusive, and co-created by educators, technologists - and students. By striking a balance between technological innovation and human creativity, this vision moves beyond passive digital transformation toward a future where education is imaginative, adaptive, and deeply humane.

Affiliated Institutions

• University of Calgary CA
• London Metropolitan University GB
• National Law University, Delhi IN
• Durham University GB
• University of Macedonia GR
• King's College London GB

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