Technology and Learning Research (AARE)

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 Learning and Teaching (CLT) 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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In this episode, we dive into the "3C Model"—a teaching pedagogy reshaping how coding and computational thinking skills are taught in primary schools. Join us while we talk to Peter Curtis, a teacher and researcher with the University of the Sunshine Coast who developed the 3C Model. Peter's teaching and research  interests include mathematics, science  and technology. He has recently retired from classroom teaching after some 42 years. 

In this episode, Peter explains why he developed the 3C Model and what each of the 3Cs stand for with real classroom examples. His research has found that the 3C Model is a tailored pedagogy and sequencing strategy that promotes deep, collaborative learning and sparks high levels of engagement in young learners.

To find out more about the 3C Model, check out his recent publications:

Curtis, P., Carey, M.D., McMaster, N. et al. (2026). Advancing digital technology teacher education through the 3C model. J. New Approaches Educ. Res. 15, 9. https://doi.org/10.1007/s44322-026-00056-1 

Martin, D. A., Curtis, P., & Redmond, P. (2024). Primary school students' perceptions and developed artefacts and language from learning coding and computational thinking using the 3C model. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12972

Martin, D.A., Curtis, P., Redmond, P. & Byrne, M. (2024). The 3C Model for Teaching Coding and Computational Thinking with an M in STEM Focus. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2162-2172). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224275/

Curtis, P., Moffett, B., Martin, D. ( 2024)  Integrating  mathematics and digital technologies; a practical teaching approach using the 3C model Australian Primary Mathematics Classroom (APMC) 29 (1). 

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Carla DeMarco has had a 30+ year career at the University of Toronto, working in a variety of roles in communications at OISE, the U of T Magazine, Advancement and Public Affairs, as well as at U of T Mississauga in the Offices of the Vice-Principal, Research, and the Vice-Principal, Academic and Dean. 

In 2016, Carla conceived, created, and launched the podcast VIEW to the U: an eye on the UTM academic community. Over an eight-year period, Carla hosted, produced, and posted over 60 tracks that have accumulated over 31,000 listens. 

In addition, Carla was selected to present on podcasting at the Society of Research Administrators International (SRAI) Annual Meeting in San Francisco in 2019. This led to her applying and being accepted (one of only eight recipients selected) for SRAI’s prestigious Author Fellowship in 2020, and, with the support of this program, Carla published “Hear Here! The Case for Podcasting in Research” in the Journal of Research Administration (April 2022).

Carla also helped launch a second podcast in 2021: SRAI’s Shop Talk. Initially she chaired SRAI’s podcast committee to conceive and spearhead this podcast, and was asked to serve as its creator, host, and producer for the first two seasons, interviewing SRAI-connected people across several countries and continents. Carla was subsequently recognized with SRAI’s Technology Innovation and Application Award in 2022. 

Carla is currently seconded for a two-year term as the inaugural Communications Manager in the Office of the Vice-Provost, Students at the University of Toronto.

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In this episode, we explore transformative innovations in online learning and assessment that bring uniqueness and attractiveness to online education in higher ed. Over the past decade, technology has significantly reshaped teaching, moving beyond traditional methods to create more dynamic and engaging learning environments.

Dr. Rose Babaee from UCLA, with over ten years of experience in higher education in Australia and the USA, shares her insights into these changes.

We discuss how online learning has evolved to meet the needs of today’s students, emphasising the importance of creating high quality engaging and community-driven learning experiences. The conversation also highlights new approaches to assessment that focus on the learning process, ensuring that students are better prepared for the future of work.

For more information about designing effective assessments, check out Rose’s work at this link: https://roseebabaee.my.canva.site/rosebabaee.

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In this episode, we explore the fascinating world of artificial intelligence (AI) and its impact on academic writing. Our guest, Sandie Elsom, Lecturer in Technology Education and AI enthusiast, discusses the challenges of distinguishing AI-generated text from human writing and explores the implications for academic integrity. We'll uncover the linguistic features that often differentiate AI-generated text and examine the effectiveness of current detection tools. Join us as we navigate the complexities of AI in education and discuss strategies for encouraging academic honesty in the age of AI.

Berber Sardinha, T. (2024). AI-generated vs human-authored texts: A multidimensional comparison. Applied Corpus Linguistics, 4(1), 100083-. https://doi.org/10.1016/j.acorp.2023.100083

Liang, W., Izzo, Z., Zhang, Y., Lepp, H., Cao, H., Zhao, X., Chen, L., Ye, H., Liu, S., Huang, Z., McFarland, D. A., & Zou, J. Y. (2024). Monitoring AI-Modified Content at Scale: A Case Study on the Impact of ChatGPT on AI Conference Peer Reviews. arXiv.Org. https://doi.org/10.48550/arxiv.2403.07183

Muñoz-Ortiz, A., Gómez-Rodríguez, C., & Vilares, D. (2023). Contrasting Linguistic Patterns in Human and LLM-Generated Text. arXiv.Org. https://doi.org/10.48550/arxiv.2308.09067

Turnitin AI Technical Staff. (2023). Turnitin’s AI writing detection model architecture and testing protocol. Turnitin. https://www.turnitin.com/

Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S., Foltýnek, T., Guerrero-Dib, J., Popoola, O., Šigut, P., & Waddington, L. (2023). Testing of detection tools for AI-generated text. International Journal for Educational Integrity, 19(1), 26–39. https://doi.org/10.1007/s40979-023-00146-z

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In this episode, we focus on the remarkable impact of online education in conflict zones. Our guest, David Falconer, is the Founder and Executive Director of Classrooms Without Walls (CWW), a Canadian organization that has been providing free online education to children living in these challenging environments. Since its inception in November 2022, CWW has launched three programs to support children in Ukraine, Myanmar, and Afghanistan.

If you are interested in volunteering with the CCW program, please contact David via email.

[email protected]

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Today we're chatting on a topic that's crucial for anyone in the field of education research or anyone curious about quality survey construction and robust survey scale validation. We're talking about Rasch model analysis with Associate Professor Michael Carey. He uses a cake baking metaphor to explain how the Rasch model technique is applied to survey design and validation in plain English. He also refers to some recently published STEM research as examples of how a large 77-item preservice teacher TPACK self-audit instrument was developed and validated: 

Carey, M. D., Martin, D. A., & McMaster, N. (2025). The development and validation of a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning. International Journal of Research & Method in Education, 48(2), 160–182.  https://doi.org/10.1080/1743727X.2024.2341714

Martin, D.A., Carey, M.D., McMaster, N. et al. (2024). Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey. Aust. Educ. Res. 51, 1877–1905 https://doi.org/10.1007/s13384-023-00669-x

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