ABSTRACT
Twenty-first century skills, technology and learning are loosely defined terms that have been employed and a half to signal the change in educational policies and practices for teaching this generation of students. Human creativity is not limited to technological innovation or new business models. It is multifaceted and multidimensional; it is not something that can be kept in a box, and trotted out when one arrives at the office. Creativity involves both distinct habits of mind and patterns of behavior that must be cultivated both on an individual basis and in the surrounding society. A knowledge economy is driven by the creation of new knowledge, which according to social constructivist theory emerges from collaborative, exploratory discussions among learners. Given the developmental significance of ludic education, a constructivist teaching paradigm is chronologically consistent with meaningful play, as well as facilitative of evolving ideas about the 21st century learning skills that are stressed as an anticipated necessity to thrive.
