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Edwin Creely

Monash University, Faculty of Education, Faculty Member

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Papers by Edwin Creely

Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges

Deleted Journal, Apr 1, 2024

Contemporary advances in generative AI technology have sparked considerable interest regarding it... more Contemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customized learning journeys, dynamic content, and individualized feedback mechanisms, which collectively have the potential to enhance language acquisition. At the same time, it is important to recognize the constraints associated with such technologies. Concern about maintaining precision and genuineness within AI-crafted language texts is an issue in the literature. There is also caution about AI's current inclination to standardize language expression and to propagate limited cultural narratives, alongside the risks of overreliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasizing the necessity for clarity and conscientiousness in the application of AI, this conceptual article outlines the opportunities, limitations, and ethical concerns associated with generative AI in language instruction. This article advocates for a well-rounded strategy that leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is offered to synthesize many of the possibilities of generative AI in language education.

Students as writers – strengthening the agency of students as creative writers in the middle school

Enhancing initial teacher education through poetry: Explorations of the pedagogical practices of three poet-educators

by Dat Bao and Edwin Creely

Teaching and Teacher Education, 2022

h i g h l i g h t s Developing the creative agency of new teachers through engaging with poetry. ... more

A Phenomenological Study of Six Doctoral Students Negotiating Early Candidature

This thesis describes a small-scale qualitative phenomenological study of the experiences of six ... more This thesis describes a small-scale qualitative phenomenological study of the experiences of six doctoral students in the early part of candidature. The focus was on their learning to become researchers. In the study, the participants' experiences of candidature were investigated in the context of their extended lives or Lifeworlds, with the goal of locating the meanings attributed to their experiences and how they negotiated their way through the early part of candidature, including how they deployed digital technologies as part of their strategies of coping and dealing with the complexities of life.

Performance. An ontological analysis

Fierce parenting: an autoethnographic study of disability, inclusion, and ‘othering’

International Journal of Qualitative Studies in Education

Under the sword of Damocles: Exploring the well-being of university academics during a crisis

Frontiers in Education

Prompted by the wide-spread impact of the global pandemic on the higher education sector in Austr... more Prompted by the wide-spread impact of the global pandemic on the higher education sector in Australia, this study explores the wellbeing and mental health of university academics who were caught in this altering landscape. This mixed-methods study has three objectives. Firstly, the study involved the design and development of an instrument to measure the wellbeing of university teachers. Secondly, the new instrument was administered to a randomly drawn sample of university academics, in order to validate its use. Thirdly, the study sought to identify possible strategies utilized by participants during times of high pressure, conflict and stress. As an initial validation study, the project involved scale design, generating a tool which measures the wellbeing of university academics, especially during times of crisis. The measurement tool was constructed in four parts drawing on the established formula of academic workload: Teaching, Research, Service/Engagement, with Part 4 seeking o...

Triggers, beginnings, and poetry making: the literacy practices of older Australian poetry writers

International Journal of Lifelong Education

Exploring creative risk-taking and productive failure in classroom practice. A case study of the perceived self-efficacy and agency of teachers at one school

Thinking Skills and Creativity, Dec 1, 2021

Abstract There is an emerging body of research about the importance of creative risk-taking and p... more Abstract There is an emerging body of research about the importance of creative risk-taking and productive failure in classroom teaching across discipline areas. However, teachers’ confidence in engaging with these pedagogical ideas in their classrooms can be inhibited by perceived barriers, such as assessment demands, expectations by administrators, and the orchestration of technologies in a meaningful way. This article reports a case study in a private school in Melbourne, Australia. Six teachers experimented with risk-taking and productive failure through digital technologies in their Year 8 classes across different discipline areas. This paper examines the beliefs of these teachers about their creative capacity to enact these pedagogical ideas with technology. Using Albert Bandura's ideas of self-efficacy beliefs, mastery experiences and self-appraisal and adaptations, this study investigates the sense of agency that teachers experienced in exploring these ideas in their classrooms. Findings indicate that teachers believed that risk-taking and productive failure are important, but they experienced internal and external barriers to implementing these ideas, especially in regard to the use of digital technologies, managing student apprehension and designing learning that includes risk-taking and productive failure.

Leading change for creativity in schools: mobilizing creative risk-taking and productive failure

International Journal of Leadership in Education, Sep 22, 2021

Failing to succeed: The value of failure in creativity

Creativity is often aligned, in the academic literature and in policy, with desired 21st century ... more Creativity is often aligned, in the academic literature and in policy, with desired 21st century skills. Creativity is also positioned as a vital part of education for digital futures and for the technology-driven learning settings and work lives that students will inevitably face. However, often missing in the writing and the rhetorics about creativity is the link between creativity and failure. We contend that an affirmative view of failure within education, and the designing of learning environments that recognise productive failure, is vital. The affirmation of failure as a pedagogical principle is an integral part of not only fostering creativity in students but also preparing them for the sorts of adaptations and flexibility they need in an environment of technological change. Research and policy development about the affordances of failure in facilitating creativity within education are much neglected, especially in an educational climate of caution and standardisation. In this conceptual and position paper we critically examine and affirm the place of productive failure as a pedagogical principle for promoting creativity. This pedagogical principle can be supported by four operational strategies: 1. Purposeful learning environments, 2. Assertive agency about mistakes, 3. Possibility thinking, and 4. Reflexivity following failure. We also offer possibilities of what a failure-textured and technological-oriented classroom might look like, including its design features.

Understanding creativity and the role of technology in education: a tri-modal approach

Creativity is widely viewed as pivotal to 21 st Century education, and thus is frequently connect... more Creativity is widely viewed as pivotal to 21 st Century education, and thus is frequently connected with technology. However, creativity continues to be ill defined, difficult to recognise and even harder to systematically develop in students and in teachers. This paper arises from an ontological analysis of creativity in the literature, and, as a consequence, proposes a new way of understanding creativity, with an eye toward technology in education settings. The authors propose that creativity has three modes of operation and emergence: the Visceral (embodiments), the Ideational (mind and conceptual) and the Observational (critical, economic and social). Creativity literature has defined creativity more statically as either an individual cognitive outcome or as a product of social and institutional systems. This paper presents creativity more dynamically and cohesively as representing individual creative experience and output, in embodied ways with technology in education, as well as recognising what externally shapes, enhances and constrains creative experience and productivity systemically. Technology is at the core of the operation of these three modes. The paper also focuses on issues of power, control and discourse about what is deemed to be creative, and considers creative gatekeeping practices in educational settings, the rhetoric around the term, and issues of access to technologies that afford creativity. In sum, our tri-modal model of creativity offers a cross-disciplinary framework, one with relevance for and practical application to educational, technological and policy contexts. We share a practice example from literacy education, and its integration with technology, to illustrate the operation of the model.

Folk pedagogies for teacher educator transitions: approaches to synchronous online learning in the wake of COVID-19

The Journal of Technology and Teacher Education, Jun 2, 2020

Three Modes of Creativity

Journal of Creative Behavior, May 19, 2020

This article is an ontological investigation of the term creativity, to suggest a model that infu... more This article is an ontological investigation of the term creativity, to suggest a model that infuses key philosophical and critical perspectives. This article proposes that creativity has three modes of existence or ways of being in the world: the Visceral (embodiments), the Ideational (mind and conceptual), and the Observational (appreciation, critical, and evaluative). We view creativity synergistically as representing both the individual creative experience and output, in conceptual and embodied ways—and also what externally shapes, enhances, and constrains creative experience. Technologies, as tools to think or create with, often mediate the operation of these three modes. We discuss each mode, instantiating it in an educational exemplar, and also engage with issues of power, discourse, and gatekeeping over what is deemed to be creative in education. Our discussion examines the rhetoric around the term, as well as issues of access to technologies that afford creativity. This tri‐modal model of creativity offers an interdisciplinary framework to complement existing models for understanding creativity.

Failing in Creativity: The Problem of Policy and Practice in Australia and the United States

Kappa Delta Pi record, Jan 2, 2019

WWW.KDP.ORG or teachers who want to encourage creativity in their classrooms, understanding the c... more WWW.KDP.ORG or teachers who want to encourage creativity in their classrooms, understanding the circumstances that lead to its emergence in learning settings is key. One of these circumstances is finding spaces to build creativity through risk and failure. In the early 20th century, British-American philosopher and astronomer Alfred North Whitehead (1978) was one of the first theorists to use the term creativity and to think about its emergence in artifacts, actions, and processes across contexts. He saw creativity as being linked to novelty (or newness), and he suggested that this process of forming novelty is unique and often chaotic, filled with disparate elements (which he called entities) that come together. This coming together he labeled as concrescence, which could be about material objects, ideas, or design elements. While he never used the terms risk and failure in regard to creativity, these are strongly implied in his work. Without the possibility of, and the space for, risk and failure, there can be no creativity. In forming and building on new concrescences, in risk-taking and iteration, there is an opportunity for creative success and

Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation

Educational Technology Research and Development, Jan 11, 2021

Internationally, creativity is a widely discussed construct that is pivotal to educational practi... more Internationally, creativity is a widely discussed construct that is pivotal to educational practice and curriculum. It is often situated alongside technology as a key component of education futures. Despite the enthusiasm for integrating creativity with technologies in classrooms, there is a lack of common ground within and between disciplines and research about how creativity relates to technology in teaching and learning-especially in the uncertain space of classroom implementation. This article provides a critical thematic review of international literature on creativity and technology in the context of educational practice. We identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity, (2) Meanings of creativity, (3) Discourses that surround creativity, and (4) the Futures or impacts on creativity and education. Each of these clusters is contextualized in regard to emerging technologies and the developing scope of twenty-first century skills in classroom implementation. We offer conclusions and implications for research and practice.

Creativity and Technology in Education: An International Perspective

Technology, Knowledge, and Learning, Aug 9, 2018

In this article, we consider the benefits and challenges of enacting creativity in the K-12 conte... more In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.

Digital literacies in the adult EAL context

Encountering Diversity

BRILL eBooks, Oct 20, 2020

Creativity and Digital Technologies

Springer eBooks, 2019

This article to be published in the Encyclopedia of Educational Innovation is an overview of the ... more This article to be published in the Encyclopedia of Educational Innovation is an overview of the key ideas and debates in creativity and its interactions with digital technologies. The article explores the concept and history of creativity and its links to the affordances and limitations of digital technologies.

Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges

Deleted Journal, Apr 1, 2024

Contemporary advances in generative AI technology have sparked considerable interest regarding it... more Contemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customized learning journeys, dynamic content, and individualized feedback mechanisms, which collectively have the potential to enhance language acquisition. At the same time, it is important to recognize the constraints associated with such technologies. Concern about maintaining precision and genuineness within AI-crafted language texts is an issue in the literature. There is also caution about AI's current inclination to standardize language expression and to propagate limited cultural narratives, alongside the risks of overreliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasizing the necessity for clarity and conscientiousness in the application of AI, this conceptual article outlines the opportunities, limitations, and ethical concerns associated with generative AI in language instruction. This article advocates for a well-rounded strategy that leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is offered to synthesize many of the possibilities of generative AI in language education.

Students as writers – strengthening the agency of students as creative writers in the middle school

Enhancing initial teacher education through poetry: Explorations of the pedagogical practices of three poet-educators

by Dat Bao and Edwin Creely

Teaching and Teacher Education, 2022

h i g h l i g h t s Developing the creative agency of new teachers through engaging with poetry. ... more

A Phenomenological Study of Six Doctoral Students Negotiating Early Candidature

This thesis describes a small-scale qualitative phenomenological study of the experiences of six ... more This thesis describes a small-scale qualitative phenomenological study of the experiences of six doctoral students in the early part of candidature. The focus was on their learning to become researchers. In the study, the participants' experiences of candidature were investigated in the context of their extended lives or Lifeworlds, with the goal of locating the meanings attributed to their experiences and how they negotiated their way through the early part of candidature, including how they deployed digital technologies as part of their strategies of coping and dealing with the complexities of life.

Performance. An ontological analysis

Fierce parenting: an autoethnographic study of disability, inclusion, and ‘othering’

International Journal of Qualitative Studies in Education

Under the sword of Damocles: Exploring the well-being of university academics during a crisis

Frontiers in Education

Prompted by the wide-spread impact of the global pandemic on the higher education sector in Austr... more Prompted by the wide-spread impact of the global pandemic on the higher education sector in Australia, this study explores the wellbeing and mental health of university academics who were caught in this altering landscape. This mixed-methods study has three objectives. Firstly, the study involved the design and development of an instrument to measure the wellbeing of university teachers. Secondly, the new instrument was administered to a randomly drawn sample of university academics, in order to validate its use. Thirdly, the study sought to identify possible strategies utilized by participants during times of high pressure, conflict and stress. As an initial validation study, the project involved scale design, generating a tool which measures the wellbeing of university academics, especially during times of crisis. The measurement tool was constructed in four parts drawing on the established formula of academic workload: Teaching, Research, Service/Engagement, with Part 4 seeking o...

Triggers, beginnings, and poetry making: the literacy practices of older Australian poetry writers

International Journal of Lifelong Education

Exploring creative risk-taking and productive failure in classroom practice. A case study of the perceived self-efficacy and agency of teachers at one school

Thinking Skills and Creativity, Dec 1, 2021

Abstract There is an emerging body of research about the importance of creative risk-taking and p... more Abstract There is an emerging body of research about the importance of creative risk-taking and productive failure in classroom teaching across discipline areas. However, teachers’ confidence in engaging with these pedagogical ideas in their classrooms can be inhibited by perceived barriers, such as assessment demands, expectations by administrators, and the orchestration of technologies in a meaningful way. This article reports a case study in a private school in Melbourne, Australia. Six teachers experimented with risk-taking and productive failure through digital technologies in their Year 8 classes across different discipline areas. This paper examines the beliefs of these teachers about their creative capacity to enact these pedagogical ideas with technology. Using Albert Bandura's ideas of self-efficacy beliefs, mastery experiences and self-appraisal and adaptations, this study investigates the sense of agency that teachers experienced in exploring these ideas in their classrooms. Findings indicate that teachers believed that risk-taking and productive failure are important, but they experienced internal and external barriers to implementing these ideas, especially in regard to the use of digital technologies, managing student apprehension and designing learning that includes risk-taking and productive failure.

Leading change for creativity in schools: mobilizing creative risk-taking and productive failure

International Journal of Leadership in Education, Sep 22, 2021

Failing to succeed: The value of failure in creativity

Creativity is often aligned, in the academic literature and in policy, with desired 21st century ... more Creativity is often aligned, in the academic literature and in policy, with desired 21st century skills. Creativity is also positioned as a vital part of education for digital futures and for the technology-driven learning settings and work lives that students will inevitably face. However, often missing in the writing and the rhetorics about creativity is the link between creativity and failure. We contend that an affirmative view of failure within education, and the designing of learning environments that recognise productive failure, is vital. The affirmation of failure as a pedagogical principle is an integral part of not only fostering creativity in students but also preparing them for the sorts of adaptations and flexibility they need in an environment of technological change. Research and policy development about the affordances of failure in facilitating creativity within education are much neglected, especially in an educational climate of caution and standardisation. In this conceptual and position paper we critically examine and affirm the place of productive failure as a pedagogical principle for promoting creativity. This pedagogical principle can be supported by four operational strategies: 1. Purposeful learning environments, 2. Assertive agency about mistakes, 3. Possibility thinking, and 4. Reflexivity following failure. We also offer possibilities of what a failure-textured and technological-oriented classroom might look like, including its design features.

Understanding creativity and the role of technology in education: a tri-modal approach

Creativity is widely viewed as pivotal to 21 st Century education, and thus is frequently connect... more Creativity is widely viewed as pivotal to 21 st Century education, and thus is frequently connected with technology. However, creativity continues to be ill defined, difficult to recognise and even harder to systematically develop in students and in teachers. This paper arises from an ontological analysis of creativity in the literature, and, as a consequence, proposes a new way of understanding creativity, with an eye toward technology in education settings. The authors propose that creativity has three modes of operation and emergence: the Visceral (embodiments), the Ideational (mind and conceptual) and the Observational (critical, economic and social). Creativity literature has defined creativity more statically as either an individual cognitive outcome or as a product of social and institutional systems. This paper presents creativity more dynamically and cohesively as representing individual creative experience and output, in embodied ways with technology in education, as well as recognising what externally shapes, enhances and constrains creative experience and productivity systemically. Technology is at the core of the operation of these three modes. The paper also focuses on issues of power, control and discourse about what is deemed to be creative, and considers creative gatekeeping practices in educational settings, the rhetoric around the term, and issues of access to technologies that afford creativity. In sum, our tri-modal model of creativity offers a cross-disciplinary framework, one with relevance for and practical application to educational, technological and policy contexts. We share a practice example from literacy education, and its integration with technology, to illustrate the operation of the model.

Folk pedagogies for teacher educator transitions: approaches to synchronous online learning in the wake of COVID-19

The Journal of Technology and Teacher Education, Jun 2, 2020

Three Modes of Creativity

Journal of Creative Behavior, May 19, 2020

This article is an ontological investigation of the term creativity, to suggest a model that infu... more This article is an ontological investigation of the term creativity, to suggest a model that infuses key philosophical and critical perspectives. This article proposes that creativity has three modes of existence or ways of being in the world: the Visceral (embodiments), the Ideational (mind and conceptual), and the Observational (appreciation, critical, and evaluative). We view creativity synergistically as representing both the individual creative experience and output, in conceptual and embodied ways—and also what externally shapes, enhances, and constrains creative experience. Technologies, as tools to think or create with, often mediate the operation of these three modes. We discuss each mode, instantiating it in an educational exemplar, and also engage with issues of power, discourse, and gatekeeping over what is deemed to be creative in education. Our discussion examines the rhetoric around the term, as well as issues of access to technologies that afford creativity. This tri‐modal model of creativity offers an interdisciplinary framework to complement existing models for understanding creativity.

Failing in Creativity: The Problem of Policy and Practice in Australia and the United States

Kappa Delta Pi record, Jan 2, 2019

WWW.KDP.ORG or teachers who want to encourage creativity in their classrooms, understanding the c... more WWW.KDP.ORG or teachers who want to encourage creativity in their classrooms, understanding the circumstances that lead to its emergence in learning settings is key. One of these circumstances is finding spaces to build creativity through risk and failure. In the early 20th century, British-American philosopher and astronomer Alfred North Whitehead (1978) was one of the first theorists to use the term creativity and to think about its emergence in artifacts, actions, and processes across contexts. He saw creativity as being linked to novelty (or newness), and he suggested that this process of forming novelty is unique and often chaotic, filled with disparate elements (which he called entities) that come together. This coming together he labeled as concrescence, which could be about material objects, ideas, or design elements. While he never used the terms risk and failure in regard to creativity, these are strongly implied in his work. Without the possibility of, and the space for, risk and failure, there can be no creativity. In forming and building on new concrescences, in risk-taking and iteration, there is an opportunity for creative success and

Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation

Educational Technology Research and Development, Jan 11, 2021

Internationally, creativity is a widely discussed construct that is pivotal to educational practi... more Internationally, creativity is a widely discussed construct that is pivotal to educational practice and curriculum. It is often situated alongside technology as a key component of education futures. Despite the enthusiasm for integrating creativity with technologies in classrooms, there is a lack of common ground within and between disciplines and research about how creativity relates to technology in teaching and learning-especially in the uncertain space of classroom implementation. This article provides a critical thematic review of international literature on creativity and technology in the context of educational practice. We identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity, (2) Meanings of creativity, (3) Discourses that surround creativity, and (4) the Futures or impacts on creativity and education. Each of these clusters is contextualized in regard to emerging technologies and the developing scope of twenty-first century skills in classroom implementation. We offer conclusions and implications for research and practice.

Creativity and Technology in Education: An International Perspective

Technology, Knowledge, and Learning, Aug 9, 2018

In this article, we consider the benefits and challenges of enacting creativity in the K-12 conte... more In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.

Digital literacies in the adult EAL context

Encountering Diversity

BRILL eBooks, Oct 20, 2020

Creativity and Digital Technologies

Springer eBooks, 2019

This article to be published in the Encyclopedia of Educational Innovation is an overview of the ... more This article to be published in the Encyclopedia of Educational Innovation is an overview of the key ideas and debates in creativity and its interactions with digital technologies. The article explores the concept and history of creativity and its links to the affordances and limitations of digital technologies.