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Brian is a passionate educator driven by the possibilities digital and physical technologies have for classroom practice. He is an advocate for students and teachers taking ownership in becoming lifelong learners that engage with their world as active citizens. Brian is a Google Certified Innovator, currently completing post-graduate studies in Educational Leadership focusing on the pedagogical impact of personalised learning, differentiation and technology integration on learner outcomes. With particularly interested to him is how schools are changing in order to accommodate the needs of today's learners, creating confident and discerning leaders prepared for a world beyond the school.

Brian is currently a Stage 3 classroom teacher, collaboratively co-teaching in an innovative open classroom space with 112 students and 5 teachers. He has served as an ICT Integrator and Learning Coach and regularly consults to schools and conferences on STEM/STEAM, technology integration, design thinking and the use of social media for professional development purposes. Brian is a change agent, recognised for his commitment to innovative development and delivery of content, examples include the use of mastery and flipped learning to increase student engagement with content; mystery locations in teaching Geography and promoting global citizenship; Minecraft, “Making” and design thinking to support Science and critical thinking; coding and computational thinking in Mathematics and STEAM to develop creativity and encourage resilient and responsible risk taking.

Brian is always looking for new and exciting ways to blend learning with technology to provide a rich learning environment for students to thrive. He is particularly focusing on pedagogy to support curriculum integration of technology.

This blog documents Brian's own personal journey of learning, pedagogy, reflection and discovery.

Popular posts from this blog

What does a post-industrial class look like? Part 2

This post is the second part of a series that I have been working on to identify what does a post-industrial class look like? In my previous post, I looked at using video, collaborative discussion, grouping and student-centred learning.

Why a large display and one to one? The large electronic display is used as it offers many benefits to a given lesson; these include demonstration and modelling as the teacher could showcase the application or video from the board (Moss, et al, 2007). It is easy to show the important features of particular web-based activities and have students interact with the material on their own devices. The board can accommodate different learning styles (Herrington & Harrington, 2006). Interactive boards can help tactile learners by touching and marking the board. Audio learners can have the class discussion and auditory multimedia, visual learners can see what is taking place as it develops at the board and it offers multimodal learning which can be tailored …

What can Western Education Learn from the China's History?

Sitting travelling at 307km an hour travelling from Beijing to Suzhou for 5 hours with a group of 80 gives me time to reflect on some of the engineering, architectural, fashion and acrobatic feats of China. This trip our group have been give the privilege of walking on the Great Wall, cruising through the canals of Suzhou and riding on the high speed train. What I have noticed is all of these engineering marvels were completed with amazing efficiency, are structurally sound and have aesthetic appeal. Our tour guides said this is because of the time taken to plan and execute, taking into consideration the natural beauty of the region and working with it. They suggested the public only sees the rate in which something is built; however, highlighted that it took long term vision to create something that was radically new for their culture. This idea resounds with me!
As educational change agents and leaders we need to see the budding talent encompassed within our students and support them…

Teacher Leadership - How do we Lead from the Middle? Part 1

Introduction: Effective leadership is universally acknowledged as being an essential element in achieving school improvement (Leithwood & Jantzi, 1998; Hopkins, 2001). The ways in which leadership is created within an educational context; however, is a varied as teachers themselves. Traditionally, the expectation was that principals were across all levels of leadership; however, with the increasing complexities of schools, the belief has shifted. The roles of both the principals and teachers must change in order for improvement to become the norm throughout the culture of a school. Systems have adopted a framework of distribution as it has become impossible for one person to do it all. This modern of education encourage the empowerment of teacher (Harris & Muijs, 2002a) to lead and drive changes so that all students have the resources required to reach their level of proficiency (Devaney, 1987). Fullan (2001a) states that teachers are the key to school change.
Teachers commonly …