ABSTRACT
The authors adopted the framework of possibility thinking, when documenting and evaluating teachers' creative ways of using apps to support children's learning. Possibility thinking is core to creativity because it is the process through which questions are asked and problems are foregrounded. It involves a range of processes and children's behaviours, including question-posing, play, immersion, innovation, risk-taking, being imaginative, self-determination and intentionality. Possibility thinking is about problem solving as in a puzzle, finding alternative routes to a barrier, the posing of questions and the identification of problems and issues. Creative teachers are those teachers who recognise the humanising potential of aesthetic, artistic and embodied knowledge and who are able to incorporate novel resources into their practice. In a series of studies, Cremin and colleagues observed and documented the practices of creative teachers in UK schools and identified few pedagogical strategies creative teachers employ to nurture possibility thinking in children's learning experiences.
