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07 Nov

Emerging Technologies in Education

Take a guided exploration through education technologies and develop a critical lens to inform decision making in your school.
Students using ipad devices
Next intake
07 Nov
4 weeks
Assistant principal
+ 4 more
Fully Subsidised
Emerging Technologies in Education
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    Learn how technologies can hinder or support learning. Challenge your assumptions and identify opportunities to understand how technology is best used for learning. 

    Delve into emerging technologies such as ChatGPT, virtual reality, learning analytics. Increase your understanding of the implications of well-established but often under-utilised technologies such as instructional video and online collaborative tools. 

    Consider key theories that can support your strategic planning when leading educational technology change in your school.


    Designed for Victorian government school principals who have the option to participate with their assistant principals, learning specialists and leading teachers.


    Co-designed and delivered by Monash University.

    Michael (Mike) Phillips 
    Professor of Digital Transformation in the Faculty of Education, Monash University 

    Mike’s work focuses on the knowledge expert teachers develop when integrating educational technologies into their practice. Mike researches the ways in which expert teachers make active decisions about their classroom technology integration. 

    Michael Henderson 
    Professor of Digital Futures in the Faculty of Education, Monash University 

    Michael is a world expert in the field of digital education, in particular the effective use of technology in internet enabled teaching and learning. In 2020 Michael was identified by The Australian as the national Field Leader in Education research. 

    Jo Blannin 
    Senior Lecturer in Digital Transformations in the Faculty of Education, Monash University 

    Jo’s work focuses on emerging technologies and pedagogies and understanding their potential contributions to learning and teaching. Jo’s research spans early childhood to adult education, engaging with more than 400 Australian schools in across sectors in the past five years.

    Structure of program

    Over 4 weeks, you are expected to engage and contribute to: 

    • 4 online workshops (6 hours) 
    • self-directed learning (4 hours) 

    Online workshops 

    Online workshops are delivered over four 90-minute sessions. Workshops are an opportunity to deep dive into key themes of the program. 

    Workshop 1: Should we trust technology? 

    In this workshop we explore the hype, hope and hyperbole that has marked the history and projected futures of EdTech. We consider the pervasive myths, historical fails and negative impacts of illicit use of technologies so that we might avoid the same mistakes as we engage with new and emerging technologies today.  

    Workshop 2: Emerging opportunities 

    In this session, we will explore a small number of new and emerging technologies and their learning opportunities. This includes technologies such as learning analytics, Generative AI, and virtual reality. 

    Workshop 3: Digital media and active learning 

    You will be challenged to consider the value of digital media such as videos and digital games. In this workshop we will explore how games can inform the gamification of our own instructional designs, and what research tells us about the most effective use of video for learning. 

    Workshop 4: collaborative technologies and leading technology change 

    In this workshop we will explore two topics. First, we when and why teachers should be using online collaborative technologies. During this time we will introduce you to several technologies such as online debating tools and napkin technologies. The second topic shifts to focusing on leading educational technology change in your school. This part of the workshop will briefly describe several key theories that can support your own strategic planning. These include models of cost-benefit such as the Technology Acceptance Models, sociocultural models of workplace learning such as Communities of Practice and models of knowledge and reasoning such as Technological Pedagogical and Content Knowledge.  

    Self-directed learning 

    Self-directed learning activities in your own time (up to 4 hours) include: 

    • viewing pre-workshop videos 
    • professional readings 
    • contributing to online discussions.

    Learning outcomes

    You will gain knowledge and understanding of: 

    • the education potential of a range of emerging technologies including: learning analytics, artificial intelligence in writing and creativity, and virtual reality 
    • designing for hybrid and remote teaching, feedback rich environments, gamified learning and effectively using video for improved learning outcomes 
    • collaborative technologies and evidence-based practices for learning, collaboration and curriculum design 
    • key myths, historical fails and digital threats of educational technologies that continue to shape our practices 
    • applications for educational technology change theories such as the Technology Acceptance Model and Communities of Practice.

    Fees and financial support

    Fully subsidised by the Department of Education for Victorian government school participants.

    Contact us online

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    View dates and apply

    Tayla Mason

    03 9084 8500

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