ABSTRACT
It is assumed that one of the core drivers of knowledge and progress in society is creativity, and that one of the key missions of schools is to educate for the creation of knowledge and innovation (Graft 2005; Sawyer 2006, 2008). Innovations that spring from groups and teams that contain diverse perspectives, share goals and knowledge, and engender creative collaboration in classrooms are regarded by many scholars as being aligned with the important and pivotal nature of innovation in today's economy and society (e.g. Claxton, Craft, and Gardner 2008; Sawyer 2006, 2008). Children's worlds are increasingly populated by intelligent technologies, and formal and informal technology-enriched play and learning environments. If we think of the global society of the future as being based on collaborative creativity, what becomes relevant is not only the new technology, but also the modes and processes of acting and participating in collaborative activity and knowledge co-creation.
