Curriculum Methods and Creativity The control over the curriculum, which has been tightening for several decades, has created a complex dilemma for teachers: while creativity is commonly encouraged, instructional goals are still unbending, which sets limits to teachers’ and students’ creative thinking. Besides, even though creativity is not subject-specific, it is represented unequally across the curriculum (e.g. it is mostly linked to humanitarian disciplines while being excluded from mathematics, physics, or biology). Thus, the content of the course can also limit teachers’ opportunities to foster creativity. Moreover, there has been a recurrent tendency to marginalize creative subjects in favor of technical and social ones (Jones & Wyse, 2013). One more restricting factor is the lack of trust in teachers’ discretion, which results in their limited access to the assessment of students’ performance. The centralized system striving for objectiveness turned out to be a nightmare for creative teaching and learning as the criteria that it provides force teachers to adhere to a small number of prescribed activities that are outcome-oriented. This distorts students’ vision of their achievements: e.g. a student who reads a lot and is good at expressing his/her thoughts may have poor marks in English and Literature because his writing does not meet the standardized requirements. On the other hand, a student who is rather ignorant of Literature may have excellent marks for tests. To create a culture that would value both standards and creativity, the instructor should (Cropley & Cropley, 2010):   * provide chances to follow personal interests within curriculum limits (e.g. let the student choose topics that interest them for a project);   * encourage risk-taking (students should not be worried about making mistakes);   * develop teamwork (collaborative thinking fosters personal creativity);   * help students experiment, make connections and approach a problem from different angles (even a boring standardized task may become involved if it is seen from another perspective). Technology in Curriculum BYOD The present-day generation of students cannot imagine life without gadgets. That is why the use of BYOD in a classroom for doing assignments is an effective measure to enhance access to the curriculum and increase students’ enthusiasm (Sangani, 2013). BYOD on my campus has proved to give students excellent opportunities to make the most of their devices. Using their laptops, tablets, and smartphones students significantly improve their research skills as they feel more comfortable when they are familiar with the device. The use of BYOD in my learning environment resulted in:   * the increase of students’ participation; since students enjoy using their gadgets, they become involved in everything that can be performed with their help (making notes, doing research, looking for audio and video materials, etc.);   * the shift to student-controlled learning; students have received more autonomy from the teacher as they can do more than simply listening;   * the improved communication and teamwork; the use of technology for communication with classmates enhances the collective performance; students show more enthusiasm to work on group projects;   * saving costs; a lot of mo