In this episode, Dr Ellie Meissner speaks with Professor Federica Fornaciari about what educators need to know as AI rapidly reshapes teaching and learning. Together they unpack how media literacy now demands far more than spotting fake news, it requires helping students question sources, evaluate intent, understand digital identity, and recognise bias in AI-generated content. Federica shares practical strategies for integrating AI safely and ethically in the classroom, including rethinking assessment through critical reflections and Socratic dialogue with AI. This conversation empowers teachers to support authentic learning, foster student agency, and navigate the challenges and opportunities of AI-enhanced education. 

Resources

Teach information and media literacy: The foundation of democracy https://avidopenaccess.org/resource/teach-information-and-media-literacy-the-foundation-of-democracy/

Deconstructing deepfakes with an AI expert https://www.nu.edu/podcast/engineering-and-technology/deconstructing-deepfakes-with-an-ai-expert/

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In this episode of the Technology and Learning Podcast, host Ellie Manzari from Monash University speaks with Dr Emily Ross (University of Queensland) and Dr Margaret Marshman (University of the Sunshine Coast) about their recent research on integrating digital technologies in mathematics classrooms.

Dr Emily Ross is Deputy Director of Teaching and Learning, Director of Primary Programs, and Lecturer in the School of Education at The University of Queensland. Her research on curriculum interpretation and implementation has shaped government policy at state and federal levels, providing a critical nexus between policy and practice. Additionally, Emily leads research and innovation in STEM, mathematics, and science education, advancing disciplinary pedagogy and teacher capability across primary and secondary contexts. 

Associate Professor Margaret Marshman is Discipline Lead Secondary and Outdoor Education in the School of Education and Tertiary Access at the University of the Sunshine Coast. With a background in medical physics, laser physics, and MRI, she transitioned into secondary mathematics and science teaching, later serving as a Head of Mathematics. Her research focuses on mathematics teacher education, exploring beliefs about mathematics, inquiry-based pedagogies, statistical thinking, and spatial reasoning, and she supervises doctoral and masters’ students across these areas.

Link to study:

Teaching the incidental mathematics: How integrated tasks with digital technologies unlocked mathematics concepts in primary school classrooms. Ross, E., Marshman, M. & McMaster, N. (2025). Mathematics Educaation Research Journal.  https://link.springer.com/article/10.1007/s13394-025-00529-0

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In between PhD data sets, teacher educator Katie Wilson took on a small reflective project with her first-year students — and what she found was bigger than expected.

In this episode, Katie (a lecturer at ACU in Brisbane) shares how tracking pre-service teachers’ digital confidence across a semester opened up unexpected insights about capability, curriculum, and identity. Grounded in ACARA’s digital requirements, framed through TPACK and the Digital Capability Continuum, this isn’t just a tech talk — it’s a powerful reflection on what it means to teach with intention in a digitally complex world.

With honesty, humour, and deep practical insight, Katie unpacks how small changes in delivery can lead to big shifts in confidence — and why teacher educators should never assume their students “just know how to use the tech.”

Further Reading: For Listeners Who Want to Dive Deeper

 Digital Capability & Continuums

• Cain, M., & Coldwell-Neilson, J. (2020). Reviewing digital capability in higher education: A framework for benchmarking.
  • The foundation of the Digital Capability Continuum used in this project.
• Jisc (2022). Building digital capability: The six elements framework.
  • A practical model used widely in HE to map digital development for staff and students.

Pedagogical Frameworks (TPACK & PedTech)

• Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?
  • The core article introducing the TPACK framework, which underpins the pedagogical lens in the project.
• Aubrey-Smith, F. (2022). From EdTech to PedTech: Changing the way we think about digital technology in education.
  • Katie’s favourite! A brilliant, accessible reflection on using tech with purpose, not just presence.

Digital Identity, Literacy & Confidence

• Ng, W. (2012). Can we teach digital natives digital literacy?
  • Unpacks the myth of the “digital native” and what real digital literacy requires.
• Couch, J. (2019). Rewiring Education: How Technology Can Unlock Every Student’s Potential.
  • Accessible and practical, this text provokes deep thinking about designing learning in the digital age.

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Dr Lynette Pretorius is an award-winning educator and researcher who interlaces imagination and insight to reimagine what higher education can be. Drawing on her interdisciplinary expertise, she weaves together diverse ideas, lived experiences, and pedagogical innovations to create inclusive and transformative learning environments. Lynette has extensive experience teaching across undergraduate, postgraduate, and graduate research levels, including supervising PhD students. Her research advocates for more compassionate, equitable, and creative learning environments, with a particular focus on doctoral education, academic identity, student wellbeing, and AI literacy. She is the author of numerous peer-reviewed publications, including two academic books that explore the lived experiences of graduate research students. As a Senior Fellow of the Higher Education Academy, Lynette has also been internationally recognised for her leadership in teaching and learning, particularly her dedication to designing transformative educational experiences that centre wellbeing, justice, and student growth.

Further reading:

https://doi.org/10.37074/jalt.2025.8.2.9

https://doi.org/10.1016/j.iheduc.2025.101038

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In this episode Natalie McMaster speaks with Dr Juliana Peloche, Senior Learning Advisor and AI researcher, about her unique journey into the world of artificial intelligence in education.

In this podcast Juliana discusses the importance of AI literacy—not only for students, but for academics who are often underprepared to guide AI use in classrooms. She emphasizes the need for cross-sector collaboration, referencing hybrid forums and stakeholder engagement as essential for meaningful progress in the AI and education space.

As a strong advocate for gender equity, Juliana reflects on the continued underrepresentation of women in AI development and policy conversations. She shares candid observations from her research and professional experience, offering thoughtful insights on how women’s voices—and their absence—are shaping AI futures.

This episode is a must-listen for educators, researchers, and policymakers navigating the fast-evolving intersection of AI, learning, and equity. Juliana’s story is both inspiring and grounding, offering a practical yet hopeful roadmap for those committed to building more inclusive digital education landscapes.

Resources

2025 EDUCAUSE Horizon Report | Teaching and Learning Edition | EDUCAUSE Library

This is little about Polycrisis through the lenses of an Australian I admire: Talks

Please, please! Let's avoid the calculator analogy now - EduResearch Matters

Technical Democracy - Conference Presentations (hybrid forums presentation from Simon Buckingham-Shaw)

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In this episode, we sit down with Dr. Michael J. Henderson, a former electrical engineer turned educator whose lifelong fascination with technology began with a crystal radio set and evolved into a career spanning decades of innovation, education, and digital transformation. From early computing in the 1970s to current explorations with AI and data analytics in education, Michael shares how informal learning, hands-on experimentation, and technological curiosity have shaped his teaching and learning practices. Join us as we explore what it means to be ‘technologically agnostic,’ the role of AI in higher education, and the importance of developing system thinking and self-directed learning in a digital world.

Interviewer is: Dr Elham(Ellie) Manzari (She/her), Lecturer, Monash University
School of Curriculum, Teaching and Inclusive Education | Faculty of Education.

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This episode focuses on how Augmented Reality (AR) and Virtual Reality (VR) are being used innovatively in primary school classrooms to enhance teaching, learning, and assessment. Niamh shares practical examples where these technologies have created immersive, interactive environments that support student understanding and engagement, particularly in subjects such as science, geography, and mathematics.

The episode highlights the benefits of using AR and VR for formative and summative assessment, allowing teachers to observe how students apply knowledge in simulated or enhanced real-world contexts. These tools enable new ways of capturing learning evidence—beyond traditional paper-based methods—by focusing on student thinking, collaboration, and problem-solving.

Strategies for implementing AR and VR meaningfully in primary settings are addressed, with a focus on equity and sustainability. 

Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), https://doi.org/10.1016/j.ssaho.2023.100532

Hui, J., Zhou, Y., Oubibi, M., Di, W., Zhang, L., & Zhang, S. (2022). Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools. Sustainability, 14(3), 1246. https://doi.org/10.3390/su14031246

Laine, J., Korhonen, T., & Hakkarainen, K. (2023). Primary school students’ experiences of immersive virtual reality use in the classroom. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2196896 

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In this episode we talk to David Dixon, Senior Creative Developer, Visualisation in the Centre for Support and Advancement of Learning and Teaching (CSALT) at the University of the Sunshine Coast. David discusses the innovative application of immersive technologies—such as virtual reality, mixed reality, and large-scale 3D visualisation in the Cave—in enhancing teaching and learning across a variety of disciplines. He provides examples of a range of projects, including midwifery training simulations, virtual art galleries, and citizen science experiences, all designed to facilitate authentic, accessible, and engaging learning environments.

This conversation offers valuable perspectives on the practical integration of emerging technologies in higher education, with real-world examples demonstrating how these tools can support discipline-specific pedagogy and improve student outcomes. For those interested in the future of educational technology and its role in advancing teaching practice, this episode provides thoughtful reflection and expert insights.

https://www.usc.edu.au/study/life-at-unisc/facilities/visualisation-and-simulation

https://www.unrealengine.com/en-US/explainers/virtual-production/what-is-virtual-production

https://blogs.nvidia.com/blog/what-is-photogrammetry/

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Dr Jo Blannin, along with a team from Monash University and the University of Melbourne, are leading an ARC Discovery Project exploring the impact of AI on teachers and teaching practices. In this podcast, she discusses the evolving role of AI in education, emphasising its integration into learning management systems and everyday teaching tools. While AI is often framed around student learning, her research shifts the focus to how teachers experience and adapt to these technologies. The study reveals a gap between policy-level AI initiatives and teachers' on-the-ground realities, with concerns about workload, professional learning, and systemic support. Dr Blannin highlights the need for balanced optimism and caution, advocating for practical strategies that empower educators to navigate AI’s rapid evolution—a must-listen for researchers interested in AI’s transformative role in education.

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Dr Hilary Wheaton is the Principal Advisor for Educational Practice, in the Education Portfolio, at RMIT University. Hilary plays a key role in shaping university-wide initiatives, recently focusing on curriculum design, academic integrity, and AI strategy. She developed RMIT’s Academic Integrity Framework and the institutional response to GenAI technologies like ChatGPT. In 2024, she co-authored RMIT’s AI Plan, providing an institution-wide narrative for AI in addition to the approach for AI in Education. Her research bridges teaching practices and technology, with a background in internet and cultural studies, in which she has periodically published work on topics such as education, persona and computer games while in her professional role.

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