**3. Digital creativity in education: a proposal framework**

Technological devices have entered all aspects of our everyday life [33]. In this digital society, the concept of creativity is being rethought. Indeed, the affordances of technologies may have a strong influence on creative processes and achievements. As mentioned by Loveless [34], 'digital technologies can be tools which afford learners the potential to extend or enhance their abilities, allow users to create novel ways of dealing with tasks which might then change the nature of the activity itself, or provide limitations and structure which influence the nature and boundaries of the activity' (p. 64). Nevertheless, understanding the interplay between digital and creative yet appears as a challenge, and the two are often studied as separate domains [4].

As a first step to bridge this gap, we propose the following definition of digital creativity, as applied to education (based on [22, 25]): 'purposive imaginative activity, mediated by digital technologies, generating outcomes that are original and valuable in relation to the learner'. As applied to education, digital creative teaching would consist of applying digital technologies with the aim to support creative pedagogies, that is, learner-centred approaches, open-ended ethos, synergistic collaboration and knowledge connection.

The following sections propose pedagogical theories and digital tools which may support the development of digital creativity in the classroom.
