Dr Jane Hunter is a Senior Lecturer in the School of International Studies and Education conducting postdoctoral research in STEM. Her background is in secondary and primary school teaching, technology enhanced learning and teacher professional learning.
Prior to her appointment to UTS in February 2016 she held leadership roles as a head teacher in secondary schools, in government bureaucracies in education policy and in large-scale technology innovation programs including the Teaching and Learning Exchange, the Connected Classrooms Program and Quality Teaching.
She taught in teacher education at the University of Sydney for a number of years before a secondment to the Interim Committee for a NSW Institute of Teachers and the Australian Government Quality Teaching Program. From 2010 unitl early 2016 Jane was a Lecturer in the Master of Teaching program in the School of Education at Western Sydney University where she also completed her PhD.
Throughout her education career in both universities and ‘outside the academy’ Jane has circulated findings of her research in book chapters and scholarly papers. She also enjoys writing for public forums like The Conversation, there is a HPC blog and her active profile on Twitter @janehunter01 means regular engagement with education colleagues more broadly.
Jane is regularly invited to conduct professional learning with education system leaders, and in schools with teachers and principals where there is a focus on pedagogical change in classrooms. She is passionate about teachers developing their sense of identity and autonomy, and is committed to mentoring early career teachers as they commence their work in schools.
In March 2019 Jane's research was awared 'High Impact' in the first ever Engagement and Impact Assessment conducted by the Australian Research Council; this follows her 2018 nomination as a finalist in the UTS Vice-Chancellor's Awards for Research Excellence; the previous year she was recognised for research excellence by the Australian Teacher Education Association [ATEA] in the Early Career Reseacher category. She is the Engagement Coordinator and represents the School of International Studies and Education in numerous invited keynote addresses, presentations and symposia.
Jane's doctoral thesis was awarded the NSW Institute for Educational Research: Beth Southwell Research Award for Outstanding Thesis .The book published from her dissertation is titled: Technology integration and High Possibility Classrooms: Building from TPACK (Routledge, 2015). The pedagogical framework that emerged from the research findings High Possibility Classrooms [HPC] is being used in a number of primary schools in NSW, the ACT and Victoria to build teacher capacity and confidence in the STEM disciplines.
She is the recipient of national and international teaching awards for outstanding contributions to student learning in Australian universities; these include the UTS Vice-Chancellor's Teaching and Learning Award for Social Impact (2018), United States Society for Technology in Teacher Education (2014), Office of Learning and Teaching (2013), Western Sydney University (2012) and University of Sydney (1999). Jane is on the editorial review board of a number of leading education journals and is an active member of various teacher education, government advisory boards and curriculum associations.
Can supervise: YES
STEM and STEAM education, technology enhanced learning, pedagogy, AI in school education, school curriculum and teacher professional learning.
- Digital Learning for a DIgital Generation
- Social and Environmental Education
Technology Integration and High Possibility Classrooms 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 book meets the demand for more examples of effective technology integration by providing a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological, pedagogical and content knowledge (TPACK).
Macdonald, A, Hunter, J, Wise, K & Fraser, S 2019, 'STEM and STEAM and the Spaces Between: An Overview of Education Agendas Pertaining to ‘Disciplinarity’ Across Three Australian States', Journal of Research in STEM Education, vol. 5, no. 1, pp. 75-92.View/Download from: UTS OPUS
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, speci cally 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 identi ed in the spaces between disciplinary curriculum and pedagogy. These diverse ways of knowing are posited as integral to equipping young people for uncertain futures.
Hunter, JL & O'Brien, L 2018, 'How Do High School Students Create Knowledge About Improving and Changing Their School? A Student Voice Co-Inquiry Using Digital Technologies', International Journal of Student Voice, vol. 3, no. Spring.View/Download from: UTS OPUS
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.
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
this moment, participants in a study who often worked in isolation within their own contexts,
reflected and drew comfort from understanding how other “tech-savvy teachers” worked in both
similar and different ways when they finally came together in the workshop. This case study
pays attention to the usual processes in case study methods but also demonstrates how
validity and reliability in analysis using member-checks, software for staged coding, and a
“collective member check” in the format of a day-long workshop supports building a rich picture
of the phenomenon studied.
Hunter, JL 2017, 'High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools', Technology, Pedagogy and Education, vol. 26, no. 5, pp. 559-571.View/Download from: UTS OPUS or Publisher's site
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.
Knijnik, J, Hunter, J & Vozzo, L 2017, 'Aboriginal Football in Australia: Race Relations and the Socio-historical Meanings of the 2014 Borroloola Tour to the Brazil World Cup', International Journal of the History of Sport, vol. 34, no. 15, pp. 1635-1654.View/Download from: UTS OPUS or Publisher's site
This paper tells the history of the Borroloola Tour to the 2014 Brazil World Cup, when eight Aboriginal adolescent footballers from the remote town of Borroloola in Australia’s Northern Territory were selected to be part of a tour to Brazil. In Brazil they followed the Australian team from the stands, socialized with football idols such as Tim Cahill, and visited a Brazilian Indigenous tribe. John Moriarty, the first Aboriginal Australian to be selected to Australia’s national football team executed this excursion. Considering that race relations within the Australian sporting arena have historically, been tense and contested, this paper brings to light an under-explored aspect of football in Australia. It is timely too, given the insertion of Australian football within the Asian Football Confederation. The paper examines the historical meanings of the Borroloola Tour through the lens of its key participants; as well as by unveiling John Moriarty’s history as the first Aboriginal person to be selected to play for the Socceroos. In conclusion, it reveals that both the past and contemporary history of Aboriginal people’s involvement in Australian football has an emerging face that will shape football in Australia and in Asia in the coming years.
Littlejohn, C & Hunter, JL 2016, 'Messy or not: the role of education institutions in leading successfulapplications of digital technology in teaching and learning', Australian Educational Leader, vol. 38, no. 3, pp. 62-65.View/Download from: UTS OPUS
Digital technology and the internet are ubiquitous in the lives of people across the globe. With that reality in mind, school education is required to embrace a number of new learning challenges if it is to meet students' employment and social needs. Technologies like the internet, support new forms of learning, based on "bottom-up principles of collective exploration, play and innovation" (Selwyn, 2013, p. 198), which encourage learning through authentic activities and interactions. Not only is technology about engagement in teaching and learning in school classrooms, it is changing the way that education occurs. This circumstance is reflected in the Australian Curriculum (AC), which is now more differentiated, more collaborative and more creative because it considers the opportunities for technology in student learning.
The newly released NSW syllabus for the Australian curriculum: Geography K–10, based on the Australian Curriculum for Geography F-10, sits alongside the syllabus developed by the NSW Board of Studies Teaching and Educational Standards (BOSTES) for History K-10. Both documents open up captivating possibilities for re-imagining how History and Geography are taught in NSW schools. The new Australian Curriculum, and the NSW syllabuses for the Australian curriculum in History and Geography, provide opportunities for rich technology-enhanced learning. The terms iHistorians and iGeographers in the title of the article are used to capture the necessary hook of technology in learning these subjects in school classrooms. The iHistorian notion can be attributed to a blog post published by Amy Kingsley in January 2015. It is predicted that fascinating content in both existing and developing curriculum, combined with engaging pedagogy using inquiry methods, will encourage more teachers to experiment with History and Geography in ways not previously considered. A sense of re-imagining in the NSW History K–10 syllabus was inspired by the blog post referred to above. Although it is written in the single context of a Kindergarten class in a school in Manchester England, some important points are made about technology-enhanced learning in History. For example, iPads are used with different groups of students to embed historical content by creating everything from movie trailers in iMovie on Roman emperors to making simple books on the animals used in The First World War, using Book Creator. What Amy enacts in her British classroom holds pedagogical relevance for teaching primary History in Australia and re-affirms the critical necessity of engaging students’ inventiveness and creativity. This article explores how Amy Kingsley’s notion can be used for proposing technology-enhanced learning in History and Geography in primary schools using the model of High Possibility Classrooms. T...
Hunter, JL 2011, 'Connected Learning in an Australian Technology Program: A Case Study', International Journal of Virtual and Personal Learning Environments, vol. 2, no. 1, pp. 65-73.View/Download from: UTS OPUS
Hunter, JL 2010, 'blogED in the Connected Classrooms Program is for pedagogy and student learning', Scan.
Hunter, JL 2010, 'Ideas for using blogs in a social education context and an Australian learning tools project', The Social Educator.
Mitchell, J, Hunter, J & Mockler, N 2010, 'Connecting classrooms in rural communities through interactive whiteboards', Australasian Journal of Educational Technology, vol. 26, no. 4.
Hunter, JL 2008, 'Connected Classrooms creating learning communities using video conferencing technology and Quality Teaching', Scan, vol. 27, no. 4.
Hunter, JL 2007, 'Fresh equation: quality digital resources + interactive whiteboards + collaborative tools = engaging pedagogy for the classroom'.
Hunter, JL & Jimenez, S 2004, 'Civics and Citizenship education: What pedagogy? What possibilities?', Australian Curriculum Sudies Association.
Groundwater-Smith, S & Hunter, J 2000, 'Whole school inquiry: evidence-based practice ', Journal of In-service Education, vol. 26, no. 3, pp. 583-600.View/Download from: UTS OPUS or Publisher's site
Hunter, J 2020, 'Integrated STEM in Australian public schools: Opening up possibilities for effective teacher professional learning.' in Leping, L & Anderson, J (eds), Integrated Approaches to STEM Education: An International Perspective., Springer, New York.View/Download from: UTS OPUS
Building teacher agency in teaching and learning in Science, Technology, Engineering and Mathematics (STEM) is recognized 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 inservice 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 subject matter knowledge in multiple subjects as they experimented with new pedagogies that disrupted their beliefs about the enactment of integrated STEM in elementary classrooms.
Hunter, JL 2017, 'Switching Middle School Teachers onto STEM Using a Pedagogical Framework for Technology Integration: The Case for High Possibility Classrooms in Australia' in Liu, L & Gibson David, D (eds), Research Highlights in Technology and Teacher Education 2017, AACE – Association for the Advancement of Computing in Education, Waynesville, NC USA, pp. 37-46.View/Download from: UTS OPUS
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.
Hunter, J 2015, 'High Possibility Classrooms in the Middle Years: a model for reform' in Mocker, N & Groundwater-Smith, S (eds), Big Fish Little Fish, Cambridge University Press, Cambridge, pp. 95-110.View/Download from: UTS OPUS
Hunter, JL 2015, 'High Possibility Classrooms:A New Model for Technology Integration' in Neiss, ML & Gillow- Wiles, H (eds), Handbook of Research on Teacher Education in the Digital Age, Information Science Reference, Hershey PA, USA 17033, pp. 466-492.View/Download from: UTS OPUS
This book focuses on the needs of teachers as they redesign their curricula and lessons to incorporate new technological tools. Including theoretical frameworks, empirical research, and best practices.
Hunter, JL 2014, 'We are not talking to our kids: are we causing speech delay?' in A Year in the Life of Australia, Future Leaders.
Hunter, JL 2013, 'Connected Learning in an Australian Technology Program: A Case Study' in Technologies, Innovation, and Change in Personal and Virtual Learning Environments, IGI Global, Hershey PA, pp. 115-124.View/Download from: UTS OPUS or Publisher's site
Connected learning using video conferencing, the interactive whiteboard and Web 2.0 tools is possible in the new “interactive classroom” more than 2,240 New South Wales public schools will receive over the next four years. In Australia the New South Wales Department of Education and Training (NSWDET) is delivering $AUS 158 million of infrastructure and services to schools and technical and further education campuses for new technologies and applications to support teaching in the 21st century. The intention of the Connected Classrooms Program is to create a “large connected and collaborative learning community” of teachers, students and parents that can go online for information, resources and communication “anywhere, anytime” across a state that covers over 800,000 square kilometres. This paper describes the three projects in the program, the underpinning prior work and seven teacher professional learning platforms that reference anticipated learning outcomes and future directions. In its third year, this case study is a descriptive insiders snapshot. It provides an overview for project administrators and participants in other national and international education milieu who may be responsible for planning and implementing enhanced technology environments.
Hunter, J & Mitchell, J 2011, 'The Insider and Outsider Model of Professional Learning' in Mockler, N & Sachs, J (eds), Rethinking Educational Practice Through Reflexive Inquiry, Springer, Dordrecht, pp. 183-196.View/Download from: UTS OPUS or Publisher's site
Both authors have had the privilege of working closely with Susan GroundwaterSmith
over the last 15 years. Her influence on our work as teacher educators and researchers
has been profound. In particular, Groundwater-Smith’s research methodology
for working closely alongside teachers to explicate pedagogical knowledge,
good teaching practice and the processes of professional learning has provided a
rich and enduring model for our own work and is reflected in the case studies reported
in this chapter.
The purpose of our chapter is to develop a model of teachers’ professional learning
that considers the ways in which pedagogical knowledge is generated within the
practice of the classroom, through formal and informal professional exchange that
takes place inside schools, as well as through the contribution of research methods
and research expertise that is brought in from outside the school. The argument
developed in the chapter is that pedagogical innovation is both dependent upon, and
enhanced by, a close alignment between the above dimensions of practice.
The chapter presents two case studies of pedagogical innovation in and across
school classrooms. The first case, Engaging Pedagogy, speculated about a ‘fresh
technology equation’ conceptualised to promote high levels of intellectual engagement
where the pedagogy required particular technology tools, content integration
and a ‘meddler in the middle’. The second case concerns a school–university research
partnership that aimed to document pedagogical knowledge and professional
learning in a group of rural schools using new technologies. The cases track the
forms of professional learning that enabled teachers to explore, develop and sustain
pedagogical innovation associated with new classroom technologies. The cases also
explicate the pedagogical knowledge developed by teachers working with these
technologies. While the policy default for professional learning is typically either a
somewhat ill-defined form of actio...
Prestigiacomo, R, Hadgraft, R, Lockyer, L, Knight, S, van den Hoven, E, Martinez-Maldonado, R & Hunter, J 2020, 'Learning-centred Translucence: An Approach to Understand How Teachers Talk About Classroom Data', The 10th international Learning Analytics & Knowledge Conference, Frankfurt, Germany.View/Download from: UTS OPUS or Publisher's site
Teachers are increasingly being encouraged to embrace evidence- based practices to improve their teaching. Learning analytics (LA) offer great promise in supporting these practices by providing evidence for teachers and learners to make informed decisions and transform the educational experience. However, LA limitations and their uptake by educators are also coming under critical scrutiny. This is in part due to the lack of involvement of teachers and learners in the design of LA tools to understand existing educational practices. In this paper, we propose a human-centred approach to generate understanding ofteachers’ data needs through the lens of three key principles of translucence: visibility, awareness and accountability. We illustrate our approach through a participatory design sprint to identify how teachers talk about classroom data. We describe teachers’ perspectives on the evidence they need for making better-informed decisions and discuss the implications of our approach for the design of human- centred LA in the next years.
Hunter, J 2019, 'IT’S ALL ABOUT THE MIDDLE: PLACING A PEDAGOGICAL FRAMEWORK AT THE CENTER OF PRACTICE IN STEM EDUCATION', 2019, International Conference on Information Communication Technologies in Education, Crete, pp. 154-165.View/Download from: UTS OPUS
The Organisation for Economic Co-operation and Development (OECD) suggests that education reform initiatives in Science, Technology, Engineering and Mathematics (STEM) will require substantive changes in how these disciplines are taught at school and in teacher education institutions. In this paper I take up these challenges by examining how a longitudinal research study in six Australian primary schools supported changes to middle leaders’ classroom practices in teaching and learning. The findings demonstrate how a pedagogical framework positioned alongside professional development and working with an academic partner in a process of action research is effective for teacher professional learning in STEM.
Hunter, JL 2017, 'Switching middle school teachers onto STEM using a pedagogical framework for technology integration: The case for High Possibility Classrooms in Australia', Society for Information Technology and Teacher Education, Association for the Advancement of Computing in Education, Austen, Texas, pp. 2115-2124.View/Download from: UTS OPUS
Hunter, JL 2016, 'High Possibility Classrooms: Emerging stories in design based learning in Australian secondary schools', DEANZ2016 Conference Proceedings, DEANZ2016, DEANZ, The University of Waikato, pp. 75-80.View/Download from: UTS OPUS
Hunter, JL 2014, 'High Possibility Classrooms : IL in action', Conference Proceedings of the Australian Computers in Education Conference 2014, Australian Computers in Education Conference, EdTechSA, Adelaide.View/Download from: UTS OPUS
Providing school students with an experience of learning that is both important and
relevant to their social futures is a significant education issue. Better education
cannot be more of the same: the focus of Innovative Learning (IL) is about the
personal, the cognitive, the aesthetic and the moral, and the interplay among these
elements. In this paper I focus on IL from the perspective of these four elements and
some others in the actions of a group of exemplary teachers in New South Wales
(NSW) government schools in Australia. The paper draws on snapshots of findings
from a purposive sample of teachers and how they conceptualized their knowledge
of technology integration in education contexts. The research was a series of case
studies of teachers in classrooms (approximate ages of the students: 6-16 years)
conducted in four phases across two years. Practice in the classrooms of Gabby,
Gina, Nina and Kitty encompass many IL elements and as such act as potent
scaffolds for the creation of what are termed ‘High Possibility Classrooms’ in
schools. Such findings add to what is known about technology integration in IL and
are of theoretical and practical significan
Hunter, JL, 'Exploring technology integration in teachers’ classrooms in NSW public schools'.
- NSW Department of Education
- STEAM Craft Education