Books by Dr Jane Hunter
This book offers a new, research-based approach to STEM education in early, elementary, and middl... more This book offers a new, research-based approach to STEM education in early, elementary, and middle years of schooling, concentrating on building teacher agency and integrated approaches to teaching and learning in High Possibility STEM Classrooms. Concluding with an evidence-based blueprint to preparing for less-siloed and more transdisciplinary approaches to education in schools, Hunter argues not only for High Possibility STEM Classrooms, but for High Possibility STEM Schools, enriching the dialogue around the future directions for STEM, STEAM, middle leadership, technological literacies and assessment within contemporary classrooms.
https://youtu.be/sc3Qn8TK5Es
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This book provides a fresh vision for education in schools based on new research from in-depth st... more This book provides a fresh vision for education in schools based on new research from in-depth studies of technology integration in exemplary teachers’ classrooms. This timely publication meets the demand for more examples of effective technology integration that focuses on pedagogy. It provides a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological pedagogical content knowledge (TPACK).
This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools. It is design-based learning at its best. It is available for sale through Routledge or Amazon https://www.amazon.com/Technology-Integration-High-Possibility-Classrooms/dp/1138781339
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Doctoral thesis by Dr Jane Hunter
This is the abstract of the dissertation (2013) and it gives a link to the full thesis in the Uni... more This is the abstract of the dissertation (2013) and it gives a link to the full thesis in the University of Western Sydney library. In October 2014 the dissertation was awarded the NSW Institute for Educational Research Beth Southwell Award for Outstanding Thesis.
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Book chapters by Dr Jane Hunter
Integrated Approaches to STEM Education. Advances in STEM Education, 2020
Building teacher agency in teaching and learning in science, technology, engineering and mathemat... more Building teacher agency in teaching and learning in science, technology, engineering and mathematics (STEM) is recognised as a significant challenge for school education systems in Australia and across the world. Reform initiatives will require substantial changes in how the STEM disciplines are taught at school and in professional learning for in-service teacher education. In this chapter, I examine how a qualitative research study in three elementary schools in a large education jurisdiction in Australia used a pedagogical framework and action research to support changes in STEM teaching and learning in classrooms. The findings are presented in a case study, Windows into STEM, which examined how teachers who collaborated in school-based teams increased their content knowledge in multiple subjects as they experimented with new pedagogies that disrupted their beliefs about the enactment of integrated STEM in elementary classrooms.
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Education in STEM (Science, Technology, Engineering and Mathematics) is a significant issue for g... more Education in STEM (Science, Technology, Engineering and Mathematics) is a significant issue for governments and organizations across the world as concerns are expressed about students' lack of progress in these areas. In Australia, middle school teachers' capacity and confidence in teaching the STEM disciplines has been identified as wanting. The paper draws on findings from a study that used a pedagogical framework for technology enhanced learning to develop integrated STEM units of work. Analysis of the findings illustrates that the High Possibility Classrooms framework builds teacher agency in STEM and that being involved in professional development conducted, as a research experience is beneficial. The paper argues for greater teacher professional development resourcing in schools to make STEM an education priority, and it concludes by recommending that more middle school teachers consider pedagogical scaffolds to integrate curriculum and enhance their professional knowledge in STEM.
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This chapter of 14,000 words is in Niess, M.L. & Gillow-Wiles, H. (July 2015). Handbook of Resear... more This chapter of 14,000 words is in Niess, M.L. & Gillow-Wiles, H. (July 2015). Handbook of Research in Teacher Education in a Digital Age. It focuses on Kitty a high school teacher in an Australian high school who conceptualised her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture.
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This chapter is in the new book "Big Fish Little Fish: Teaching and Learning in the Middle Years"... more This chapter is in the new book "Big Fish Little Fish: Teaching and Learning in the Middle Years" edited by Professor Susan Groundwater- Smith and Dr Nicole Mockler published by Cambridge University Press in May 2015.
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This chapter co-written with Associate Professor Jane Mitchell is in the book "Rethinking Educati... more This chapter co-written with Associate Professor Jane Mitchell is in the book "Rethinking Educational Practice through Reflexive Inquiry" (2011) edited by Dr Nicole Mockler and Professor Judyth Sachs published by Springer.
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This article about 'too much screen time being the cause of speech delay in Kindergarten students... more This article about 'too much screen time being the cause of speech delay in Kindergarten students' caused widespread media interest. It was published online in March 2014, and it was selected for inclusion in a book published in Sydney and is titled : A Year in the Life of Australia.
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Peer reviewed journal articles by Dr Jane Hunter
Journal of Computers in Mathematics and Science Teaching, 2021
In a study on digital game-based learning in five high-poverty elementary schools in the Philippi... more In a study on digital game-based learning in five high-poverty elementary schools in the Philippines, the teachers’ profes- sional development experiences were investigated. Research conducted for the study was part of a university-industry partnership with the developer of a new platform designed to give teachers and students experience of integrated Science, Technology, Engineering, Arts and Mathematics (STEAM) curriculum in an innovative digital game-based format with elements of coding, robotics and project-based learning. Findings suggest that teachers found it highly effective for engaging students more in learning, with fewer student ab- sentees recorded across the five-week intervention. While noteworthy satisfaction with the program was expressed by teachers about the in-class effectiveness of digital game- based learning, and with the professional learning provided to up-skill themselves in the platform prior to implementation of the program, it was found that significant contextual and language improvements could enhance the overarching aims of this digital game-based resource for STEAM teaching and learning.
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Critical Studies in Education, 2020
This paper discusses key questions of pedagogical hope and courage through non-formal educational... more This paper discusses key questions of pedagogical hope and courage through non-formal educational activities such as football. We look beyond standard assumptions of sports as a vehicle to stimulate social cohesion and prevent anti-social and criminal behaviour among Aboriginal youth to address core philosophical and pedagogical questions that underpin sporting promotion within underprivileged communities. During the 2014 FIFA World Cup, eight young Aboriginal top-footballers from the town of Borroloola in Australia’s Northern Territory, went to the tournament host country, Brazil, to take part in a range of activities, including spending time with local Indigenous communities. This tour was promoted by the John Moriarty Football initiative. Following the tour, the Aboriginal footballers went back to their community to become sporting leaders and also to continue their football careers. With data gathered from interviews with the central participants of the tour, and by using Freire’s concepts of emancipation through dialogic practices, hope, critical consciousness, and untested feasibility, we look at the Borroloola youths’ football educational activities as a dialogic space where autonomy and citizenship can be enhanced. Employing the Freirean critical dialogue method, the paper unveils the significant connections between non-formal sporting activities and the flourishing of the pedagogy of courage.
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Australasian Journal of Educational Technology, 2020
Data about learning can support teachers in their decision-making processes as they design tasks ... more Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers’ perspectives on, and expectations for, data as evidence is required. It is critical to understand how teachers’ actions align with emerging learning analytics technologies, including the practices of pre-service teachers who are developing their perspectives on data use in classroom in their initial teacher education programme. This may lead to an integration gap in which technology and data literacy align poorly with expectations of the role of data and enabling technologies. This paper describes two participatory workshops that provide examples of the value of human-centred approaches to understand teachers’ perspectives on, and expectations for, data as evidence. These workshops focus on the design of pre-service teachers enrolled in teacher education programmes (N = 21) at two Australian universities. The approach points to the significance of(a) pre-service teachers’ intentions to track their students’ dispositions to learning and their ability to learn effectively, (b) the materiality of learning analytics as an enabling technology and (c) the alignment of learning analytics with learning design, including the human-centred, ethical and inclusive use of educational data in the teaching practice.
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Journal of Research in STEM Education, 2019
MacDonald is first author.
This article presents an overview of how interdisciplinary education a... more MacDonald is first author.
This article presents an overview of how interdisciplinary education agendas are being interpreted and enacted within three Australian states: New South Wales, Tasmania and Victoria. A comparative discussion is offered to ascertain the common and contrasting inhibitors and enablers of these agendas, specifically approaches to STEM and STEAM across the three states. Consideration is given to the priorities espoused in current State and Federal policy agendas. The article explores how disciplinary acronyms such as STEM and STEAM are being mobilised to empower or exclude particular disciplines, and how this implicates upon enactment of the three dimensions of the Australian Curriculum. By focusing on the contested spaces between these disciplines, the distinctiveness and potential of various interdisciplinary agendas can be better understood. In turn, ways of recognising, embracing and prioritising different forms of disciplinary knowledge can be identified in the spaces between disciplinary curriculum and pedagogy. These diverse ways of knowing are posited as integral to equipping young people for uncertain futures.
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International Journal of Student Voice, 2018
A growing body of work in the field of student voice research now involves students as co-collabo... more A growing body of work in the field of student voice research now involves students as co-collaborators. Small-scale inquiries increasingly provide opportunities to incorporate digital technologies into participative research with young people. This article presents the findings of an inquiry that seized on ideas of “students as knowledge creators” and “democratic fellowship” to explore the question: What makes a good school? Twelve students representing different age groups in a comprehensive high school in Australia were coached in “knowledge creation” in a workshop led by an academic partner. This co-inquiry was designed to maximize student involvement and engagement in research processes using software applications. The design included developing skills in survey construction and focus group facilitation among a larger group of peers. Results demonstrated not only a readiness to use these skills but also enthusiasm to investigate what their peers believed would make their school a better place. Emerging themes included students wanting more responsibility for their own learning, improvements in the school’s physical environment, and the use of more technology in classroom learning. This small-scale inquiry was part of a comprehensive investigation that focused on improving the school’s strategy of positive behaviours through consultations with staff and community stakeholders. Further research that harnesses digital technologies to the skills of “students as knowledge creators” and collaborators is recommended.
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Technology, Pedagogy and Education , 2017
Understanding how well teachers integrate digital technology in learning is the subject of consid... more Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology.
*This paper is now published.
**Posted online 4 August 2017
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Research conducted in the classrooms of exemplary teachers in Australian schools is published as ... more Research conducted in the classrooms of exemplary teachers in Australian schools is published as a collection of case studies in a new book on technology-enhanced learning. Understanding what makes an effective case study for practitioners to reflect upon to change classroom teaching is important. In doctoral research that inspired the assemblage of case studies in the book, an additional process of cross-case analysis was used to bring participants together for deeper understanding of the study phenomena. An all-day workshop held at the conclusion of the data-gathering period allowed participants to not only meet each other for the first time, they also had opportunities to discuss, interpret, and analyze case summaries prepared by the researcher prior to writing the final case narratives. Carefully prepared case summaries add another layer of understanding to research findings, and it is necessary in organizing published exemplar case studies of teachers' pedagogical practices in schools. In
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The International Journal of the History of Sport, 2017
This paper was published in June 2017 in the "International Journal of the History of Sport" with... more This paper was published in June 2017 in the "International Journal of the History of Sport" with my wonderful colleagues Jorge and Les from Western Sydney University (WSU). It was made possible through a small grant from WSU and the generosity of John and Ros Moriarity who provided access to the managers and players.
A post print copy of the article is available here.
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Scan, V. 43, Issue 3, pp 20-27., Sep 2015
This paper published in Scan (a peer-reviewed journal targeting K-12 teachers and teacher librari... more This paper published in Scan (a peer-reviewed journal targeting K-12 teachers and teacher librarians) http://scan.nsw.edu.au/ demonstrates how the HPC framework can be used as a design-based framework for teaching the new Australian Curriculum in both History and Geography.
PDF of full article is attached.
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This paper is published in the peer-reviewed journal "Learning, Media and Technology", (2007), 32... more This paper is published in the peer-reviewed journal "Learning, Media and Technology", (2007), 32 (3), 245-260.
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Books by Dr Jane Hunter
https://youtu.be/sc3Qn8TK5Es
This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools. It is design-based learning at its best. It is available for sale through Routledge or Amazon https://www.amazon.com/Technology-Integration-High-Possibility-Classrooms/dp/1138781339
Doctoral thesis by Dr Jane Hunter
Book chapters by Dr Jane Hunter
Peer reviewed journal articles by Dr Jane Hunter
This article presents an overview of how interdisciplinary education agendas are being interpreted and enacted within three Australian states: New South Wales, Tasmania and Victoria. A comparative discussion is offered to ascertain the common and contrasting inhibitors and enablers of these agendas, specifically approaches to STEM and STEAM across the three states. Consideration is given to the priorities espoused in current State and Federal policy agendas. The article explores how disciplinary acronyms such as STEM and STEAM are being mobilised to empower or exclude particular disciplines, and how this implicates upon enactment of the three dimensions of the Australian Curriculum. By focusing on the contested spaces between these disciplines, the distinctiveness and potential of various interdisciplinary agendas can be better understood. In turn, ways of recognising, embracing and prioritising different forms of disciplinary knowledge can be identified in the spaces between disciplinary curriculum and pedagogy. These diverse ways of knowing are posited as integral to equipping young people for uncertain futures.
*This paper is now published.
**Posted online 4 August 2017
A post print copy of the article is available here.
PDF of full article is attached.
https://youtu.be/sc3Qn8TK5Es
This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools. It is design-based learning at its best. It is available for sale through Routledge or Amazon https://www.amazon.com/Technology-Integration-High-Possibility-Classrooms/dp/1138781339
This article presents an overview of how interdisciplinary education agendas are being interpreted and enacted within three Australian states: New South Wales, Tasmania and Victoria. A comparative discussion is offered to ascertain the common and contrasting inhibitors and enablers of these agendas, specifically approaches to STEM and STEAM across the three states. Consideration is given to the priorities espoused in current State and Federal policy agendas. The article explores how disciplinary acronyms such as STEM and STEAM are being mobilised to empower or exclude particular disciplines, and how this implicates upon enactment of the three dimensions of the Australian Curriculum. By focusing on the contested spaces between these disciplines, the distinctiveness and potential of various interdisciplinary agendas can be better understood. In turn, ways of recognising, embracing and prioritising different forms of disciplinary knowledge can be identified in the spaces between disciplinary curriculum and pedagogy. These diverse ways of knowing are posited as integral to equipping young people for uncertain futures.
*This paper is now published.
**Posted online 4 August 2017
A post print copy of the article is available here.
PDF of full article is attached.
* This paper presents data from one small facet of the much larger middle leader study in STEM involving High Possibility Classrooms conducted in NSW public schools in 2017-19. These findings are in a book manuscript to be published by Routledge in 2020.
Please contact me through this site or via email if you would like more information.
ETS is now online and can be subscribed to and accessed here
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My comment:
STEM is a necessity not a fad. My research for the past 2.5 years largely in NSW primary schools shows it is more often enacted as STEAM. Unless we see a 'less siloed approach' to teaching and learning in the STEM disciplines in high schools little will change in how young people embrace or choose not to embrace these subjects.
The article at the link was written by James Reid from 'The Educator' on 23 March 2018.
NOTE: Click on the link to read the article.
Dr Jane Hunter
Arts & Social Sciences
Building innovative practices in teaching and learning for preservice high school English teachers.
a. influenced student learning, student engagement or the overall student experience
b. been sustained over a period of one to three years; and
c. gained recognition from fellow staff, the institution, and/or the broader community.