Research has shown that digital tools like Padlet and many others can enhance not only creativity but also collaboration and communication skills, which are vital in the 21st-century classroom (Waltemeyer et al., 2021). The ability to comment and provide feedback on peers’ posts further encourages students to think critically and reflect on their creative processes. In doing so, Padlet aligns well with contemporary educational frameworks that emphasize the development of critical and creative thinking as key competencies (ACARA, 2024).
You can access my Padlet here: https://padlet.com/junjiewilsonong/MyPadletClassroom
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Padlet, is an online collaborative platform that has gained traction in educational settings. Known for its ability to enhance student creativity by providing a flexible, interactive space for idea generation and content sharing. The technology supports various media formats, including text, images, videos, and links, allowing students to express their ideas in multiple ways. This multimodality is crucial for fostering creativity, as it encourages students to explore different avenues of expression (Mária Bajúzová & Hrmo, 2024)
(Ong, 2024b)
(Ong, 2024c)
One of the core aspects of creativity in education is the ability to think divergently, generating a wide range of ideas and solutions to a problem. It is facilitated by enabling students to post their ideas in a shared space where they can see and interact with their peers' contributions. This collaborative environment fosters a culture of creativity, where students build on each other’s ideas, leading to richer and more diverse outcomes (Soetam Rizky Wicaksono, 2024). The visual and spatial nature of Padlet allows students to organize and reorganize their thoughts, promoting cognitive flexibility, which is essential for creative thinking.
(Ong, 2024a)
Padlet’s accessibility and user-friendly interface lower the barrier to entry for students, making it an inclusive tool that can accommodate different learning styles and levels of digital literacy (Beltrán-Martín, 2019).
This inclusivity is crucial in diverse classrooms where students may have varying degrees of comfort with technology. However, this may lead to information overload, uneven participation, and requires careful management for effective use. In order to provide a safe and easy-to-use platform, teachers have to be vigilant and manage access accordingly to protect students.
At the same time encouraging all students to participate actively in creative exercises, thereby democratizing the creative process (Garcia et al., 2018).
ACARA. (2024). Critical and Creative Thinking. Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Beltrán-Martín, I. (2019). Using Padlet for collaborative learning. 5th International Conference on Higher Education Advances (HEAd’19). https://doi.org/10.4995/head19.2019.9188
Garcia, A., Stamatis, K., & Kelly, M. (2018). Invisible Potential: The Social Contexts of Technology in Three 9th-Grade ELA Classrooms. Research in the Teaching of English, 52(4), 404–426. https://www.jstor.org/stable/26802705
Mária Bajúzová, & Hrmo, R. (2024). Digital Tools in Education. R&E-SOURCE, 4–18. https://doi.org/10.53349/resource.2024.is1.a1236
Nagina Muhammad Nazeef, Khan, A., & Ali, J. (2024). Impact of Collaborative Learning on Student`s Academic Performance in Teacher’s Education Program. Deleted Journal, 13(1), 1054–1068. https://doi.org/10.62345/jads.2024.13.1.87
Ong, W. (2024a). Screenshot of collaborative lesson.
Ong, W. (2024b). Screenshot of padlet creative lesson possibility.
Ong, W. (2024c). Screenshot of Padlet dashboard selection.
Soetam Rizky Wicaksono. (2024). Impact of Collaborative Learning in Higher Education Environment. Sustainable Jurnal Kajian Mutu Pendidikan, 7(1), 53–58. https://doi.org/10.32923/kjmp.v7i1.4069
Waltemeyer, S., Hembree, J., & Hammond, H. (2021). PADLET: THE MULTIPURPOSE WEB 2.0 TOOL. https://files.eric.ed.gov/fulltext/EJ1314149.pdf