ct 18(15): e3

Research Article

The A-Z of Creative Technologies

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  • @ARTICLE{10.4108/eai.10-4-2018.154460,
    author={A.M. Connor and R. Sosa},
    title={The A-Z of Creative Technologies},
    journal={EAI Endorsed Transactions on Creative Technologies},
    volume={5},
    number={15},
    publisher={EAI},
    journal_a={CT},
    year={2018},
    month={4},
    keywords={creative technologies, education, graduate outcomes, pedagogy.},
    doi={10.4108/eai.10-4-2018.154460}
}
  • A.M. Connor
    R. Sosa
    Year: 2018
    The A-Z of Creative Technologies
    CT
    EAI
    DOI: 10.4108/eai.10-4-2018.154460
A.M. Connor1,*, R. Sosa2
  • 1: Auckland University of Technology, Colab (D-60), Private Bag 92006, Wellesley Street, Auckland 1142, New Zealand
  • 2: Monash University, Department of Art, Design and Architecture, 900 Dandenong Rd, Caulfield East VIC 3145, Australia
*Contact email: andrew.connor@aut.ac.nz

Abstract

This paper undertakes an initial critical analysis of Creative Technologies as a means to gain insight to the nature of this as an emerging field. The paper utilises an approach previously used in the design discipline to characterise the field through the embodiment of an alphabetised narrative. This is extended through an analysis of the inter-relationships between the identified elements. The outcomes of this work are useful both in terms of identifying outcomes of academic programmes related to Creative Technologies and also stimulating a wider debate around the nature of the field.

Keywords
creative technologies, education, graduate outcomes, pedagogy.
Received
2017-09-23
Accepted
2018-01-25
Published
2018-04-10
Publisher
EAI
http://dx.doi.org/10.4108/eai.10-4-2018.154460

Copyright © 2018 A.M. Connor and R. Sosa, licensed to EAI. This is an open access article distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/3.0/), which permits unlimited use, distribution and reproduction in any medium so long as the original work is properly cited.