Analysis of Creative Technologies in Education

The provided report focuses on the necessity of integrating creative technologies into school premises to promote a conducive learning environment. It highlights the significance of frameworks in regulating various situations to encourage suitable environments for learning and its process. The analysis involves a reflection of the benefits of creative technologies in education, including changing learning practices and pedagogies.

Creative technologies

Table of Contents
INTRODUCTION...........................................................................................................................3
DISCUSSION..................................................................................................................................3
Critical relationship and analysis................................................................................................5
CONCLUSION ...............................................................................................................................7
REFERENCES................................................................................................................................8

INTRODUCTION
Use of the creative technologies into schooling structures has led easy learning assess to
the children and learner to enhance their knowledge and information level in order to accomplish
learning or results based (Laurillard, 2012). To led this various standards has been structured in
accordance with taking care of technologies functioning and ensures the safe and ethical use of
technologies in the learning. There are several issues in context with learning environment in
Australian learning principles such as over exploitation of technologies, involvement and its
influences in learning area and impact to community including school, parents, peer and related
people.
Apart from this, report will talk over Australian student well-boing framework which is
basically a vision and principles which has brought to support school community, people and
parents in effective building of safety, positive relationship and well-being. This assessment will
provide specific examples in how ASWF and other support resources may use in classroom
structure to assist teacher's in meeting curriculum and led an initiative to strengthen digital
literacy of students.
DISCUSSION
Teaching is an important part of every school or knowledge community to led overall
development of the students and inspires the learner's to being get enriched with growing of
morale of teaching onto greater context or level (Magoulas, 2017). In Australia schooling, there
is a defined structure such as year level, school type and technologies on that level. For every
student, schooling starts with kindergarten/Prep from age level of 5-6, then year 1 from 6-7 of
age, year 2 from 7-8 years of age and year 3 from 8-9 years of age. For all these schooling type
is primary schooling. This is know as primary because of initial process of learning with small
exposure which will goes to higher education. This structures will be well-defined by complete
tabulation role is as follows:
Year level School Technologies uses
Kindergarten Primary In Kindergarten/prep, children are through toys, cube, boxes
to first make them engaged with whole environment to make
them first of all safe and well-being to learn new things.

Year 1 Primary In this year level, kids are used to be make them learned by
tab technology, teach them numeric power etc. For this, on
paper is best option, because learning always come up with
self-learning (Degottex, 2014).
Year 2 Primary Here, level is generally reach to one level high along with
role of mindset teaching and its process. Also, year 2
consists of higher priority to knowledge measurement.
Year 3 Primary In year 3, major priority will be given to advanced learning
through the use of higher technology with intention to raise
candidate knowledge gaining capacity to led their career into
the brightest stage.
This complete table shows that technology such as role of creativity, innovation has big
role in development or learning of the learner at the higher level and raised common relationship
with school and its related community. Australian school well-being framework must be used
here and led enrolment and good learning of candidates at each and every level from the
kindergarten to year 3 level scope (Howell, 2012). Actually, this frameworks deal with use of
technologies in learning with online and tech safety measures to reduce burden on a child and
assist in result based learning. This Australian schooling well-being frameworks consist of four
different elements such as leadership, students voice, partnership and support provides
foundation for whole school community. These can be considered as valuable resources to led its
role into the teaching to get rewards or outcomes, only that can be measurable. Given table is
related to ASWF framework provides the role of teacher into the classroom context with use of
leadership which is based on democratic form as well as sharing of idea and opinions on the
larger basis.
Learner's till the kindergarten are needs to make them aware with information or initiates
activities such as playing games, doing task, story telling, so that they must get way to learn
more onto technological learning or motivation. ASWF tells about leadership which is necessary
in classroom to assist teacher to make students independent to accomplish their desired learning
or long live learning (McDonald, 2017). Visible leadership is required to inspire positive school

communities. It may led morale and inspiration for students to gone through digital literacy or its
regulation for students benefits. Student voice is an important part of this framework which deals
with the individual choice to get simple access to digital literacy era along with growing
suitability of learning and growing of the knowledge. Support can be most helpful resource with
ability to understand learning needs of a students and provide technologies or material in
accordance with that. School staff, students and families share and cultivate on understanding of
well-being and support for the positive behaviour and how this simply supports an effective
teaching and clear learning. Schooling year tell about what will be teaching of pattern of a
learner and how they are reliable or convenient to the access of technologies for enhancing their
learning (Edwards-Groves, 2012). Actually, this framework needs to be co-relates with learning
needs of the person or kids to know their matter of interest to get suitable learning for the longer
period of time. It has been noticed that effective learning comes when school or teacher are being
comfortable interested to share common info or knowledge common understanding. In the
current scenario, where learner are more inclined to the online learning which needs safety
measures to get instant remedies, in case of any online fraud or misshapen. This framework has
been led growth to the teacher to change their attitude and behaviour to led assist in their
personality, so that they can get effective results and give results based learning to the student or
learners.
For example: If there will be no framework for students well-being, in that case, they
will get little confident or their motivation level will be goes down, which can effect their
learning on the larger basis. If these standards will exist, in that case it will be assistant to get
remedial action to support learning of the people in order to get suitable and conclusive learning
or morale (Kačerauskas, 2018). Here, leadership is necessary to have for pure benefits of enables
the community in order to encourage long live learning into them. Student voice will be required
to know their interest or matter of common morale for getting suitable support for learning.
Brief summary: It has to be summarised that various important frameworks are required
to get standard which are important to maintain the decorum for enhanced learning and raising
the long term school relationship with the school community and resource based relationship to
facilitates long live statutory learning and relevant understanding towards rising the role of
school relationship or communities empowerment (Pitches, 2013). Also, it has been noticed that
legislative ruling of the Australian are looking to make changes into this framework to get led

effective relationship between education community and organisation which deals with the same.
Critical relationship and analysis
It has been observed that frameworks related to respectful and inclusive learning is the
great initiatives to accomplish the desired outcomes from the learning as well as increased level
of learning. This is necessary to uphold long term relationship with school community, in order
to check their interest & potential to get suitable environment for the learning and raised
knowledge basis. I actually noticed that Australia schooling system was inclusive with suitability
to get accomplished goals related (Matetskaya, 2012). I also gone through a fully-fledged
experience of creative teaching or enhanced learning or knowledge generation. Creative
technologies such as arithmetic or number based learning to enhance critical and power is the
formulation manner. I learnt that full of the dedication and understanding to learning is
necessary, irrespective of what is relevant behind this. I realized that creative technologies will
be helpful, if it will go in favour of student choices or relevancy to be get being motivated
through leadership or creativity in context for enhancing of the learning environments. I also
noticed that creative technologies needs to be used in accordance with person matter of interest
or its learning adaptability based on the following. I also realized that creative technologies with
different context and nature of being allocated to any specific idea or knowledge. In my context I
realized that usage of creative technologies has been proved productive and rising the
relationship between the students and educator, in collaboration of their desirableness to teach or
get learned. This frameworks has led strong foundation to reach out at the aspiration for learning
and in an entire life (Roemmele and Gordan, 2015). It was also being reflected that in education
premises, this framework has brought right to education along with benefits of technologies on
learning process of the person to bring positive thinking into person and bringing activity based
power while working in an organisation.
Lastly, this needs to be reveals that learning process in school premises must be efforts
with big contribution of every stakeholders, parents or peers.

CONCLUSION
From the above report, it has been concluded that creative technologies is required in
case of school and knowledge places, which states that, it is necessary to uphold its benefits and
advantage for the benefits of the people and creating suitable environment to encourage learning
based exposure into the business. Along with this, it has been noticed that frameworks has been
proved as important to uphold various situation on the basis of which necessary regulation will
be set to encourage the suitable environment for learning and its process for high level benefits.
Doing the reflection analysis is necessary to attain suitable results in context of education and
enhancement of knowledge or generation of an information.

REFERENCES
Books & Journals
Edwards-Groves, C. (2012). Interactive creative technologies: Changing learning practices and
pedagogies in the writing classroom. Australian Journal of Language and Literacy, The.
35(1). 99.
McDonald, S., & Howell, J. (2012). Watching, creating and achieving: Creative technologies as
a conduit for learning in the early years. British journal of educational technology. 43(4).
641-651.
Degottex, G., (2014, May). COVAREP—A collaborative voice analysis repository for speech
technologies. In 2014 ieee international conference on acoustics, speech and signal
processing (icassp) (pp. 960-964). IEEE.
Charlton, P., Magoulas, G. and Laurillard, D., 2012. Enabling creative learning design through
semantic technologies. Technology, Pedagogy and Education. 21(2). pp.231-253.
Maiden, N., (2013). Computing technologies for reflective and creative care for people with
dementia. Communications of the ACM. 56(11). 60-67.
Connor, A. M., Karmokar, S., & Walker, C. (2014, December). Doing entrepreneurship:
Towards an entrepreneurial method for design and creative technologies. In DesignEd
Asia Conference, Hong Kong.
Kanišauskas, S. (2016). Creative technologies entrapped by instrumental mind. Filosifija
sociologija.. 27(1). 40.
Kirk, C., & Pitches, J. (2013). Digital reflection: Using digital technologies to enhance and
embed creative processes. Technology, Pedagogy and Education. 22(2). 213-230.
Kačerauskas, T. (2015). Technologies in creative economy and creative society. Technological
and Economic Development of Economy. 21(6). 855-868.
Gordin, V., & Matetskaya, M. (2012). Creative tourism in Saint Petersburg: the state of the art.
Roemmele, M., & Gordon, A. S. (2015, November). Creative help: a story writing assistant. In
International Conference on Interactive Digital Storytelling (pp. 81-92). Springer, Cham.
Online