**3.1. Pedagogical underpinnings**

To our view, four pedagogical theories are particularly suitable to the application of digital creative teaching practices, namely, experiential education, critical pedagogy, constructivism and constructionism.

the importance of social participation in the knowledge construction process and considers making as an inherently social activity, through which learners design artefacts that are of

We suggest the following tools and educational strategies which may support digital creative

Manipulatives, in the context of education, are physical tools that engage students in hands-on learning. Based on the constructivist theories, the manipulation (i.e. organisation, combination, comparison, etc.) of objects, such as blocks, figures and puzzles, is central to the learning process, as it stimulates multisensory experience. Commonly, manipulatives are used to teach STEAM to young students and to bring fun to the learning process [43]. Recent studies show a high level of acceptance of digital manipulatives by teachers and students, as well as a posi-

For example, Magic Blocks [45] are RFID-tagged logical blocks which children can manipulate in order to perform educational tasks set by a real or a virtual teacher, to stimulate learning of

tinct function (motion, light, sound, sensor, etc.) that easily fits to each other through magnets, used to create electronic circuits. They stimulate the inventive nature of children to create numberless projects while they learn not only logic, maths and electronics but also product design, prototyping and entrepreneurship. Furthermore, digital manipulatives stimulate a *makers* attitude, turning students into active creators. Learning in a makers environment provide opportunities for disrupting students' conventional practices of invention, exploring

show that virtual manipulatives encourage creativity and increase the variety of solutions

through manipulatives—mountable blocks that contain the functions of a robot (a switch, a motor, a sensor, etc.). These tools demonstrated to positively change students' attitude towards STEM and computer science [48], as well as to foster critical thinking skills [49].

through play, failure, risk-taking and refiguring creation as remix and craft [46].

Virtual manipulatives, such as Wolfram Demonstrations Project,2

that students encounter [46], which is in line with the constructivist theory.

are small electronic objects, each one with a dis-

Strategies for Digital Creative Pedagogies in Today's Education

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completely substitute the physical elements. Empirical studies

enable young children to design and construct robots

Shodor Interactivate

relevance to a larger community [42].

**3.2. Digital tools for creativity**

*3.2.1. Manipulative technologies*

tive impact on learning (e.g. [44]).

mathematical and logics concepts. LittleBits<sup>1</sup>

and GeoGebra,4

and Robo Wunderkind6

teaching activities.

Activities3

Cubelets5

1 https://www.littlebits.com/ 2 http://demonstrations.wolfram.com/ 3 http://www.shodor.org/interactivate/activities/

4 https://www.geogebra.org/ 5 https://www.modrobotics.com/ 6 https://robowunderkind.com/en/
