The relationships between and among the concepts of creativity, innovation, invention, and change in the realm of education bring to mind the age-old question, "Which cam first - the chicken or the egg"? In most instances in education, one probably can answer that question by stating, "None of the above". The justification for such a conclusion is that actions related to each of these concepts - creativity, innovation, invention, and change - are motivated most frequently by the recognition of the existence of a problem (Miller, 2008). An important qualification to such a conclusion, however, is that a new invention could in turn stir the creative juices that would lead to change in the absence of a problem (Sternberg, 2003).
When a problem is the prime motivator that demands a solution in the form of change, the determination of a need for change initiates the process that likely will involve the stimulation of creativity. The creative process may lead to a conclusion that an innovative way of tackling the problem will provide the solution. Alternatively, the creative activity may identify the need for an invention that will facilitate the innovation that will facilitate the realization of the need change (Sternberg, 2005).
Invention, however, can lead to creative innovation and ensuing change in education (Ramaley, 2006). Inventions in information technology have led creative thinkers to consider how such inventions can be used in the development of innovative processes that will lead to improvements in education. In turn, such innovations lead to beneficial change in the educational process.
Miller, M. (2008, September/October). Looking ahead: Letters to the next President from higher education's leaders. Change, 40(5), 8-15.
Ramaley, J. (2006, Spring). Public scholarship: Making sense of an emerging synthesis. New Directions for Teaching & Learning (105), 85-97.
...