It might be an idea to start with the role of D&T in creativity as a whole and we have had an E-librarian question on this which was only published in December. You will see a number of articles including some from an open access journal produced by DATA.
Try database searches with design education AND creativity; design education AND writing; technology education AND creativity. You haven't mentioned an educational level here so some of the literature will be primary or secondary. Examples include both journal articles and conference papers.
I have also included links to DATA and the Nuffield sites Primary/Secondary D&T which are useful resources.
I hope this helps.
Design and Technology Creativity
Institute of Education library catalogue
Literacy and learning in design and technology. Great Britain. Department for Education and Skills. Publisher: Department for Education and Skills, Publication date: 2004.
National Literacy Trust
Making links -Barbara Welford
Cross Curricular Links - Literacy
Primary Design & Technology
Secondary Design & Technology
British Education Index
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
The child as learner, critic, inventor, and technology design partner: an analysis of three years of Swedish student journals. International Journal of Technology and Design Education, 2002, vol. 12, no. 3, p. 189-213, ISSN: 0957-7572. Druin-Allison, Fast-Carina.
Perspectives on Pupil Creativity in Design and Technology in the Lower Secondary Curriculum in England. International Journal of Technology and Design Education, Mar 2008, vol. 18, no. 2, p. 139-165, pp. 27, 0 refs., ISSN: 0957-7572. Rutland-Marion, Barlex-David.
"This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and Employment (DfEE)) for pupils aged 11-14 years. The overall research question that drove this study was "to what extent can teachers influence the creativity of pupils aged 11-14 years in design and technology lessons?" The paper provides the basis used to generate a unique theoretical three-feature model or framework that can be used to explore creativity within an educational context. The findings of three investigations in the study are presented in this paper. The first and second investigations looked at what could be learnt from the professional practices of art and design and design and technology teachers and the views of four "expert" teachers known for their ability to develop the creative potential of their pupils. The data is discussed under emerging themes and it is used to inform specific criteria in the evolving theoretical three-feature model for creativity. The model is then used to analyse the data from the third classroom based investigation and the findings are discussed under the emerging themes to help identify the issues related to fostering creativity within the design and technology classroom. This paper discusses the implications of the research for classroom practice and suggests that, as creativity is a complex, multi-faceted concept and process, the theoretical three-feature model and related criteria evolved in the study provides a sound framework to explore creativity within an educational context. As a tool it helps identify examples of good practice and highlight areas that require further attention by teachers aiming to foster their pupils' creativity. It is suggested that design and technology teachers have lessons to learn from the practices of their art and design colleagues and "expert" design and technology teachers. It is concluded that there is a need for greater understanding by teachers of their implicit theories regarding teaching, learning and creativity. A wider use could be made of the breadth of strategies outlined by the "expert" teachers. This would help address the weakness identified in the school based study and strengthen classroom practice when teaching for creativity."
Addressing Mathematics Literacy through Technology, Innovation, Design, and Engineering. Technology Teacher, Sep 2009, vol. 69, no. 1, p. 19-22, pp. 4, 2 refs., ISSN: 0746-3537. Litowitz-Len-S.
"In an era when so much emphasis is being placed on the high-stakes standardized testing of fundamental subjects such as reading, writing, and math, it makes sense to demonstrate the role technology educators play in developing such fundamental knowledge and skills in youth. While the author believes that technology education contributes to the development of all fundamental skills, this article addresses the contributions that technology, innovation, design, and engineering subject matter plays in the development of students' mathematical skills."
Not Just for English Classes: Writing Skills Essential in Tech Ed Today. Tech Directions, Sep 2008, vol. 68, no. 2, p. 17-19, pp. 3, 1 refs., ISSN: 1062-9351. Worley-Peter.
"School districts across the nation have pursued writing across the curriculum since the early 1980s. But writing is something that many technology educators are just starting to implement in their classes. Some instructors have shown a lot of apprehension about including writing in their curriculum and daily assignments. After taking a writing course last summer, the author has grown very aware of how important writing is in all subject areas, including technology education. He has conducted some research and surveys that he thinks can help to convince more technology teachers that writing across the curriculum is important to help all students succeed now and in the future. He has also gotten some good advice on how to incorporate writing into technology education classes. In this article, he shares what he has learned with others in the field. (Contains 2 tables.)"
Creativity and inventiveness in children : opportunity lost for technology education? In 'Exploring technology education : solutions to issues in a globalised world' edited by H Middleton and M Pavlova, volume 1, pages 265-272. Nathan Qld : Griffith Institute for Educational Research, 2008, ISBN. Lewis-T.
"This article explores prospects for creativity and inventiveness as drivers of design and technology in the classroom. In doing so it draws on research in cognitive science that focuses upon children's engagement with tools, and their solution of novel problems, and how they derive ideas about tool function. Implications for research and teaching are explored."
Notes: Refereed paper. Includes bibliographical references. Added corporate authors: International Conference on Technology Education Research (5th : 2008, Surfers Paradise, Queensland).
Role of creativity in the design process of technology education. In 'Exploring technology education : solutions to issues in a globalised world' edited by H Middleton and M Pavlova, volume 2, pages 73-82. Nathan Qld : Griffith Institute for Educational Research, 2008, ISBN. Moriyama-J, Miyagawa-Y, Miyahara-A.
"This paper explores the role of creativity in the design process of technology education. The effects of students' fluency, flexibility and originality on the different phases in the design process were examined. As the results indicated, all these abilities were important for expanding ideas through brainstorming. However, originality appeared to play an important role in cultivating ideas in the middle phase of designing. Also, fluency appeared to be more important during the process of finalising the concrete shape of ideas at the end of the design process. Based on these results, the instructional strategies for designing are discussed."