David Greenfield
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Collaborate, Create & Learn

My white board, circa 2007


David Greenfield is an educator, technologist and award winning artist. Currently an EdD candidate at the Pepperdine Univeersity Graduate School of Education and Psychology, his research is about identifying available technologies to support innovative school-museum partnerships that provide sustainable arts education to under-served communities.

Greenfield is an ideator, innovator and collaborator with 25 years experience in educational technology in the corporate, academic and nonprofit sectors. He has successfully developed global and local multi-cultural learning environments, designed and deployed innovative formal and informal technology-based educational initiatives, and is an accomplished and inspirational public speaker and presenter.

He is a strong advocate of transforming STEM education initiatives (Science, Technology, Education and Math) and I into STEAM (Science, Technology, Education, ARTS, Math) with an emphasis on the ARTS. Too often, the arts are left out of any educational plan and that the arts are looked upon as a secondary or minor component of education. The importance of the the arts cannot be ignored- it is the arts that infuse meaning into a hard science. There is beauty in the sciences and math, but not everybody thinks in such terms and the arts infuse the hard sciences and math with beauty, with meaning and with the human elements. For example- look at space- Pilots and astronauts who can look out at the universe and describe it in hard scientific terms. But what about how they feel? What about the parts of being human that cannot be qualified or quantified. What would happen if an artist or poet was sent up on the next space mission. How would we explain and interpret what is seen and what is felt? Too often it is the arts that create meaning into an experience. Imagine what a poet would say when standing in the new cupola of the space station describing what they see as well as what they feel. The technical, linear and logical with the emotional, subjective and personal. Take this idea back to the classroom and have students of any age describe their experiments in terms of what they feel and what happened. Perhaps we can begin to address the human condition and shift it to a situation of thinking to a situation of feeling. Perhaps we can make it shift form hard analysis to the human feelings. This may also provide us with answers to what we actually feel.