Punya Mishra

Punya Mishra
Arizona State University | ASU · Mary Lou Fulton Teachers College

Doctor of Philosophy

About

223
Publications
227,009
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21,332
Citations
Introduction
NOTE: I am not active on ResearchGate. Please contact me directly at punya.mishra@asu.edu. All my publications can be downloaded from his website http://punyamishra.com/ and you can follow me on twitter @punyamishra
Additional affiliations
August 1998 - present
Michigan State University
Position
  • Professor (Full)

Publications

Publications (223)
Article
Our guest for this article was Dr. Daniel Memmert, Professor and Executive Head of the Institute of Exercise Training and Sport Informatics at the German Sport University Cologne, Cologne (Germany). A lifelong sports player and enthusiast, Memmert’s research is at the intersection of human movement science (cognition and motor activity), sport psyc...
Conference Paper
STEM education has received increased attention lately. What has received less attention is what the substance of STEM education can and should be. Effective STEM education requires going beyond mere knowledge of STEM disciplines; it needs the development of creativity, ingenuity, and the ability to work collaboratively. Most importantly, it needs...
Article
This article presents a content and network analysis of a decade (2007–2017) of highly-cited literature on teachers and design. Constructs and definitions were compared in an interpretive content analysis, resulting in 10 strands, each a cluster of literature that frames teaching and design in a particular way. A citation network analysis provided...
Article
Internationally, creativity is a widely discussed construct that is pivotal to educational practice and curriculum. It is often situated alongside technology as a key component of education futures. Despite the enthusiasm for integrating creativity with technologies in classrooms, there is a lack of common ground within and between disciplines and...
Article
This case study, framed within a school–university partnership, highlights the tensions inherent to employing design-based approaches for educational change. The case illustrates core tensions between an abductive, open-ended, design-based approach to change versus more traditional (deductive/inductive) approaches to managing change in schools. The...
Article
Full-text available
This article is a narrative inquiry about the implementation of creativity, creative risk taking and productive failure in six international contexts. There are many insights offered for the implemntatiojn fo creatvity, risk taking and productive failure in educational contexts.
Article
This article is part of an ongoing series by the authors and the Deep Play Research Group, which focuses on the intersection of creativity and technology in education. In this article, Dr. Anthony Brandt, professor of composition and theory at Rice University shares his thoughts about the study of creativity. He uses his experiences as a musician a...
Article
A core element of systems thinking is perspective taking. Perspectives help people distinguish between salient and irrelevant information, take particular types of actions, and make sense of the world. In this article, we consider what systems thinking and perspective taking means for designers in education. First, we present a framework, the five...
Article
Full-text available
The accepted assumption is that schools are sites for learning and the role of educators to equip students with the knowledge and skills they need to be successful in the future. This is also reflected in the manner in which we evaluate schools and teachers. But, what if this entire assumption (that schools are sites for learning) is wrong (or inco...
Article
As design thinking expands into educational contexts, teams engaged in the process increasingly encounter situations that involve facilitating collaborative problem-solving. In design-focused workshops and other collaborative design activities, facilitators play a key role in supporting small group interactions in order to generate ideas, structure...
Article
Theoretical work is essential to the progress of any discipline. Theories, models, and frameworks are underdetermined representations of a phenomenon that help us understand and take action in a domain. However, the field of learning design and technology (LDT) has traditionally struggled with developing a solid theoretical foundation that is usefu...
Book
Full-text available
Action agendas and this e-book are published and distributed among policy makers and practitioners with the help of EDUsummIT participants. UNESCO hosted the section editors’ meeting for the first International Handbook in Paris in 2006. Collaboration with UNESCO continued throughout the EDUsummITs and the preparation of the second Handbook. UNESCO...
Book
Full-text available
This E-book is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT2019. EDUsummIT (International Summit on IT in Education) is a global knowledge building community of researchers, educational practitioners, and policy-makers committed to supporting the effective integration of research and practice in the field of IT...
Article
This chapter begins by framing the issue of dissemination of action research by considering what the educational research‐practice gap means and why it is important, along with related issues of rhetoric, transferability, and dissemination. It asserts that more action research be disseminated to allow innovations, lessons learned, and empirical res...
Chapter
Full-text available
Beauty, curiosity, wonder, awe, and the inherent pleasure of figuring things out are aesthetic attributes that scientists, mathematicians, and engineers often speak about when describing their motivations for engaging in STEM. In contrast, despite the robustness of evidence for the importance of the aesthetic, most arguments for learning science ha...
Chapter
Full-text available
We examine the urban context of learning for the fellows in a partnership between Michigan State University (MSU) and Wipro Limited, a leading global information technology, consulting and business services company, which resulted in the Wipro Urban STEM Fellowship Program at Michigan State University (MSUrbanSTEM) program. This grant-funded fellow...
Chapter
Full-text available
This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of this paper (and collaborators) have sought to better understand the role of creativity in educational technology. Our approach seeks to inform theory, research, and practice. In this piece we step back to...
Chapter
Full-text available
This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offered a professional development program to three cohorts of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the...
Chapter
In this chapter we attempt to answer the question: “Where do creative ideas come from?” Research suggests that creativity is not a magical process, but rather that creative ideas emerge from combining pre-existing ideas and concepts in unique and new ways. Creating these novel, effective, and whole combinations is unpredictable and requires bringin...
Chapter
In this chapter we focus on the context within which creative activities occur. It is clear that certain contexts are more conducive to creativity than others. We provide examples ranging from city planning and online learning to argue for including the final users of the design in the design process itself. Christopher Alexander, architect and the...
Chapter
In this chapter, we profile the four winners of the 2014 Fields Medals, examining ways that transdisciplinary creativity and thinking play out in their work and achievement. Fields Medals are given to mathematicians under 40 years of age for sustained creative effort and achievement in mathematics. Our profiles show that despite how these individua...
Chapter
This chapter explores the idea of creativity as “variations on a theme” and grounds this in actual cases of creative practice. Specifically, we seek to explain how combinatorial creativity can lead to uniquely novel output where it is difficult to see any traces of the influence it was derived from? We ground this discussion by digging deeper into...
Chapter
Learning to use digital technologies in creative ways requires more than knowing how to use specific software programs. An important aspect of becoming creative with computers involves knowing how to manipulate computers—in other words, to program them. Programming, however, is rarely seen as a creative activity. In this chapter we use the lens of...
Chapter
Full-text available
Twenty-first century technologies have begun to reshape the sharing of idea, art, culture, and other forms of content through approaches such as internet crowdsourcing of data or ideas, applications for creating and sharing video, audio, images, and text across contexts, and new avenues devoted to sharing this content. We argue that new technologic...
Chapter
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Learning environments are highly influential on creative processes, and many educational psychologists have suggested that environments have the power to make or break the creative potential of students. A learning environment designed to support creativity offers opportunities for divergent thinking and innovative solutions, with an overall atmosp...
Chapter
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Research has shown that there is a fundamental contradiction at the heart of the creative process—in that creativity requires both deep disciplinary knowledge and the ability to break disciplinary boundaries. Transdisciplinary thinking, we argue, offers a set of meta-level skills that help people transfer information creatively from one domain to a...
Chapter
Technology is changing in a rapid rate, and it is increasingly clear that most aspects of our lives are deeply entwined with digital technologies. What this means for us, as individuals and as a society, is difficult to predict. In this chapter, we explore this emerging future through the idea of digital convergence. At one level convergence refers...
Chapter
Creativity and technology are increasingly important twenty-first century constructs for education. In this chapter, we identify some myths about how these issues are typically framed in educational contexts. In the case of bringing creativity to education, the problem has been that of framing it too broadly and focusing on generic skills, divorced...
Chapter
Today’s challenges require new ways of thinking about STEM education that go beyond standard disciplinary learning, to include creativity, flexibility, and an openness to the new. One way to better understand this involves considering successful engineers and inventors to identify approaches that worked for them. We profile two innovators, Nikola T...
Chapter
In this chapter we provide a new definition of creativity and the creative process, and then utilize this definition to develop a rubric to evaluate creative output. First, we argue that creative products (be they artifacts or ideas) are not just new or interesting; they are also useful, and they have a certain aesthetic sensibility which is connec...
Article
Full-text available
Developing learner autonomy—or the ability to take charge of one’s learning—is a crucial element of teaching and learning and of design work. In this article, we argue that developing learner autonomy in students requires instructors to adopt a two-fold approach through a mindset rooted in creativity and reflective practice. We discuss the theoreti...
Article
Full-text available
This article explores peer instruction in the science classroom. The authors use research in science education to illustrate, practically, how teachers can work with their students to increase learning using peer instruction.
Presentation
Full-text available
Through five EDUsummITs spanning 2009 – 2017, approximately 100 researchers, practitioners and policy makers from across the globe have gathered to discuss ways to fast track what researchers know about information technology in education, into sound policies and best practices at the local, regional, and national/international level. This symposiu...
Article
STEM education in the United States is often described as being in a downward spiral, when assessed by competency test scores and lack of student motivation for engaging STEM disciplines. The authors suggest this arises from an overly instrumental view of STEM. While STEAM has arisen as a pushback paradigm, the application of STEAM in schools is ch...
Article
In this collection of beautifully written essays, Mishra, Henriksen, and the Deep-play Research Group challenge myths about technology and creativity, debate time-honored instructional practices, and play with new ideas for schools to care for and nurture, rather than constrain, creativity. These essays are provocative … refreshing, [and] insightfu...
Chapter
We have argued previously for seven “tools for thinking” that underlie trans-disciplinary thinking and creativity (Mishra, Koehler & Henriksen, 2011). Inspired in part by the Root-Bernstein’s (1999) work in this area, we argue that these skills encapsulate the ways in which creative people think. These seven skills are: Perceiving, Patterning, Abst...
Article
In this article, we report on the creation of an instrument that offers educators a practical tool to aid in the design of learning environments that support student creativity. Based on our literature review, classroom observations, and administrator feedback, three key areas were found to support student creativity: Learner Engagement, Physical E...
Article
Full-text available
In this article, we provide a brief overview of the contents of this special issue of the Journal of Computers in Mathematics and Science Teaching. The issue focuses on an innovative teacher professional development program for STEM educators working in urban contexts. More specifically, 124 STEM educators from Chicago Public Schools, seeking to de...
Article
Full-text available
Twenty-first-century learning and how it differs from prior conceptions of learning have received significant attention lately. Kereluik, Mishra, Fahnoe, and Terry (2013) offered a synthesis of multiple expert frameworks and perspectives on 21st-century learning, summarizing them in nine forms of knowledge (under three broad categories: foundationa...
Chapter
In this chapter, we develop a definition of e-leadership that extends from the business sector to encompass educational contexts. We describe schools as complex ecologies and dynamic organizations that require a change in both traditional forms of leadership and more recent ICT use. We use the RAT (Replace, Amplify, Transform) framework to explain...
Chapter
Full-text available
This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of...
Chapter
Emerging economies are becoming less reliant on funding from foreign agencies. One of the consequences of this is the formation of more self-funded international partnerships offering new models of inter-university partnerships. This chapter offers a perspective on such an on-going collaborative international partnership between two institutions of...
Article
Dr. Runco has written about the history of what is viewed by many as the standard definition of creativity (Runco and Jaeger 2012). First described by Stein (1953) and Barron (1955), this standard definition involves two components: originality and usefulness. According to Dr. Runco, originality, novelty or unconventionality is the most obvious com...
Conference Paper
Full-text available
EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The fourth EDUsummIT took place September 14-15, 2015 in Bangkok, Thailand, in close connection with the UNESCO Bangkok. About 100 policy-makers, researchers and educators worked in nine thematic working groups on th...
Conference Paper
Full-text available
In this paper we reviewed what 49 large urban public school district STEM teachers enrolled in a year-long graduate certificate and fellowship program at a large Midwestern university considered as their amazing teaching moments. They were asked to share their amazing teaching moments that would make an Ultimate Lesson Plan in STEM. In smaller grou...
Conference Paper
Full-text available
We live in a world immersed in a variety of linguistic and nonlinguistic modes of representation. As we extend the poststructuralist definition of text to new media, it is important that we extend our research on intertextuality and meaning-making to new media such as video. In this qualitative study, we focus on the nature of meaning making by 6 p...
Article
Full-text available
In this article, we explore creativity alongside educational technology, as fundamental constructs of 21st century education. Creativity has becoming increasingly important, as one of the most important and noted skills for success in the 21st century. We offer a definition of creativity; and draw upon a systems model of creativity, to suggest crea...
Article
Full-text available
In this paper we reviewed what 49 large urban public school district SteM teachers enrolled in a year-long graduate cer-tificate and fellowship program at a large Midwestern uni-versity considered as their amazing teaching moments. they were asked to share their amazing teaching moments that would make an ultimate lesson Plan in SteM. in smaller gr...
Conference Paper
Full-text available
In this article, we argue that an aesthetic appreciation and motivation for understanding science is missing in the majority of discussions about learning today, which are instead focused on more instrumental perspectives. We introduce a four-pronged formative framework to aid our understanding of the value of aesthetic experiences in science, and...
Article
Full-text available
Computational Thinking is considered a universal competence, which should be added to every child’s analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert’s wo...