Constructivism and the Marker

Since mid-1960s, Australian Seymour Papert (2004) spent his career inventing tools, toys, software and projects that educate students of computer-science knowledge that aims at academics, teachers and parents. As future educators, preservice teachers should help to teach students about how creativity can maintain the viability of school and ensure powerful ideas recreation. (Stager, 2016) Even

Digital Gaming and Design

Digital gaming is designed for a multidisciplinary that integrate cross-curriculum processes through complex decision making and material choices that reward student engagement in different learning processes which can incorporate integrated designs of various disciplines though immersing student in of virtual world gaming. (Vassigh, 2008) Minecraft is a first-person digital game designed for players to create

Virtual Reality

Virtual Reality (VR) technologies is a productive tool for 3D Educational Virtual Environments (VLEs) that arise technical affordance implicit in 3D learning environments. (Hong, Yokoya, Chanussot, & Zhu, 2019) The different pedagogical understandings of theories developed can highlight concerns about involving virtual concerns and possible theory input. The use of Dalgarno and Lee’s (2010) model

Augmented Reality

Augmented reality (AR) is a technology that allows enhanced computer-based virtual imagery that overlay interactive digital elements into realistic environments. (Wu, Lee, Chang, & Liang, 2013; Azuma, 1997; Zhou, Duh, & Billinghurst, 2008) When students are experiencing augmented reality, their experience enhance their own individual learning that provide different phenomena experiences with emerging technologies and

Microbit

Computer-science programming is a constructivist theory of educational learning that teachers instruct conceptual objectives, pedagogical interventions and impactful environments found in problem-based learning challenges. (Sorva, 2013) To educate students about computer-science concepts regardless of understanding programming skills, teachers need to engage students with computing programs that allow freedom of coding and expression and creativity. BBC’s

Ozobot

In education over the past few years, robotics has provided students with practical experiences for understanding STEM (Science, Technology, Engineering, Mathematic) language and systems that adapt in constant variations of change over the complex development of environmental situations across different contexts. (Ronald, Bloom, Carpinelli, Burr-Alexander, Hirsh, Kimmel, 2010; Zeidler, 2016; Jung, Won, 2018) The Ozobot

SketchUp

SketchUp is a conceptual modelling tool used for three-dimensional creativity and technical productivity within the classroom. (SketchUp, 2020) Students are able to visualise and create their ideas on a computer-aided design (CAD) that is incredibly sophisticated that professionally develops extended productivity for a twenty first century classroom. (Singh, 2010) This allows students to develop extended

Task 1: Learning Technology Critique

The increase evolution in technological advancements allow for educational systems to develop a visual understanding of literal means of teaching children the importance of critical thinking found in creative learning. ‘Creative thinking involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and

Introducing Melek Karacete

Good Evening, I am a pre-service primary school teacher currently attending Macquarie University’s Bachelor of Arts with Education (Primary). Recently, I have been learning several different variations on the development of creativity within educational systems. EDUC3620: Digital Learning and Creativity allows for me to enjoy educational learning with a twist of crazily learning about the