**4. Conclusions**

This chapter aimed to embed educational creativity in today's digital society. Based on the seminal theories of creativity and creative education, we proposed an innovative framework for applying creative teaching practices mediated by digital technologies: in the light of constructivist and constructionist approaches, we suggested a series of digital tools which are particularly suitable to the emergence of creativity, i.e. manipulative technologies, educational robotics and game design and coding. Furthermore, we shaped the concept of digital creative pedagogies (DCP) and established a set of characteristic components of teaching practices which contribute to the development of students' creativity. We make the assumption that the application of this framework allows for engaging students in new, personally meaningful processes and in the creation of original outcomes, as well as for enhancing learning in any curricular subject.

The proposed framework highlights four different dimensions of DCP, namely, learning environment, teaching strategies, teacher-student interactions and digital tools. Each of these dimensions is equally important for ensuring the emergence of creative learning processes. Indeed, the use of adequate teaching strategies would allow for fully exploiting the affordances of the selected digital tools. Furthermore, a safe and flexible learning environment, paired with supportive interactions between teachers and learners (and among learners themselves), would create the necessary conditions and balance so that the learning activity takes on its full meaning.

The chapter contributes to linking two key educational research trends: one on creativity and the other on digital technologies. It provides educational practitioners and researchers with concrete strategies and tools for shaping and applying creativity in the digital classroom.
