This paper presents a study of contrasting strategies in enhancing a student's creativity through the use of a new technology that enables students to design individual projects. We chose the novel Scratch software as the teaching tool. Our study included 54 voluntary student participants. The traditional "EDA"(Explain-Demonstrate-Apply) teaching strategy was applied to the control group. Our novel teaching strategy, which we refer to as "IDRC"(Initialize-Develop-Refine-Create), was applied to the experimental group. The results show that: (1) There is a significant difference between the scores of the control group and the experimental group regarding the Scratch technical skills. The average score of this test for the experimental group is higher than that of the control group; (2) Although the experimental group completed their Scratch work - "The Skit" at an earlier stage without more mature programming skills, the analysis shows that in all rubrics of fluency, flexibility, originality, elaboration, and audio and visual effects design the students scored higher than those of the control group. There are significant differences in fluency, flexibility, and audio and visual effects, though there is no significant difference in the total score of creativity between these two groups.; and (3) the experimental group showed a linear trend of improvement of their project as expressed in their creativity score.