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Dr Jane Hunter


Dr Jane Hunter is a Senior Lecturer in the School of Education conducting postdoctoral research in STEM. Her background is in secondary and primary school teaching, technology integration and teacher professional learning.

Prior to her appointment at UTS in Februray 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 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 2014, 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 theoretical framework that emerged from the research findings High Possibility Classrooms is being used in a number of primary and high schools in NSW, the ACT and Victoria to enhance learning using technology in a design based approach to pedagogy. 

She is the recipient of national and international teaching awards for outstanding contributions to student learning in Australian universities; these include SITE (2014), OLT (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 associations.

Image of Jane Hunter
Senior Lecturer, School of Education

Research Interests

STEM education, technology enhanced learning, pedagogy, school curriculum and teacher professional learning.
Can supervise: Yes
I am a Category 1 supervisor.


Social and Environmental Education

Digital Learning for a DIgital Generation


Hunter, J. 2015, Technology Integration and High Possibility Classrooms : Building from TPACK, Routledge.
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).


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.
Hunter, J.L. 2015, 'High Possibility Classrooms: A New Model for Technology Integration' in Handbook of Research on Teacher Education in the Digital Age.
Hunter, J.L. 2015, 'We are not talking to our kids: are we causing speech delay? in A Year in the Life of Australia 9780987480767.' in A Year in the Life of Australia.
Hunter, J. & Mitchell, J. 2011, 'The Insider and Outsider Model of Professional Learning' in Rethinking Educational Practice Through Reflexive Inquiry.


Hunter, J.L. 2015, 'Big Learning for the Future: High Possibility Classrooms in the Middle School', Society for Information Technology in Teacher Education, Las Vegas.
Hunter, J.L. 2014, 'High Possibility Classrooms : IL in action', Australian Computers in Education Conference, Adelaide.

Journal articles

Hunter, J.L. 2017, 'Case study: Technology-enhanced learning in High Possibility Classrooms in Australian schools', SAGE Research Methods Cases.
View/Download from: UTS OPUS or Publisher's site
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.
View/Download from: UTS OPUS or Publisher's site
Hunter, J.L. 2017, 'High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools', Technology, Pedagogy and Education.
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.
Littlejohn, C. & Hunter, J.L. 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.
Hunter, J.L. 2015, 'High Possibility Classrooms: Creating iHistorians and iGeographers', Scan.
Hunter, J.L. 2015, 'High Possibility Classrooms: a new model of technology integration for schools'.
Hunter, J.L. 2011, 'Connected Learning in an Australian Technology Program: A Case Study'.
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, J.L. 2010, 'Ideas for using blogs in a social education context and an Australian learning tools project', The Social Educator.
Hunter, J.L. 2010, 'blogED in the Connected Classrooms Program is for pedagogy and student learning', Scan.
Hunter, J.L. 2008, 'Connected Classrooms creating learning communities using video conferencing technology and Quality Teaching', Scan, vol. 27, no. 4.
Hunter, J.L. 2007, 'Fresh equation: quality digital resources + interactive whiteboards + collaborative tools = engaging pedagogy for the classroom'.
Hunter, J.L. & 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 [1]', Journal of In-service Education, vol. 26, no. 3, pp. 583-600.
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Hunter, J. & Hatton, N. 1998, 'Approaches to the Writing of Cases: experiences with preservice Master of Teaching students', Asia-Pacific Journal of Teacher Education, vol. 26, no. 3, pp. 235-245.
View/Download from: Publisher's site


Hunter, J.L., 'Exploring technology integration in teachers' classrooms in NSW public schools'.