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Brian is a passionate educational leader, 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, Google Certified Trainer, SeeSaw Certified Educator, Director of ICTENSW and holds a Masters of Educational Leadership with his research focusing on the leadership practices that foster the uptake and development of high quality, future-focused teaching and learning across the school. 
With particularly interested to him is the pedagogical impact of personalised learning, STEM, differentiation and transdisciplinary learning integration has on learner outcomes. As a connected educational leader, Brian continues to research 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. He does this by prioritising genuine relationships, actively engaging and contributing to professional learning communities via face to face and online networking that helps him to interpret current and cutting edge educational research focusing on theory and practice.

Currently, Brian is a Head of Junior School. He has served as a Coordinator of Primary, Coordinator of Middle School, Stage 1, 2 and 3 classroom teacher and collaboratively co-taught in an innovative open classroom space with 112 students and 5 teachers. Brian has held other leadership positions being an ICT Integrator and STEM Learning Coach. He 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

How do we Build a Culture of Inquiry and Data Use?

School systems have a shared responsibility to improve student learning outcomes. Likewise, for staff there is an obligation to provide extended opportunities to build on what they already know. High quality recording methods that ascertain growth mapped over time can identify trends and highlight threats allowing organisations to predict implications of applying a learning initiative or intervention. This can become complex and messy due to competing agendas and a variety of interpretations. For this reason, organisations have an obligation to develop a fair, ethical and shared understanding how data will be used and interpreted (Stoll & Fink,1996). A strong and user-friendly data system when properly implemented, empowers teachers to discover value in functions that bring student data to their fingertips (Brunner, Fasca, Heinze, Honey, Light, Mandinach & Wexler , 2005). Therefore, teachers require adequate learning support if they are to use data to improve practice

Managing the use of Artificial Intelligence (AI) in the classroom

As educators, we all understand the importance of ensuring that students submit their own work and are not cheated of their success by others. However, with the increasing use of artificial intelligence (AI) in the classroom, it can be difficult to ensure that students are not cheating on assignments. Fortunately, there are a number of measures that educators can take to minimise the possibility of cheating while still using AI to their advantage. Here are a few tips to help you manage the use of AI and minimise cheating by students on assignments. 1. Set Clear Guidelines The first step in preventing cheating is to set clear guidelines about the use of AI and make sure that students understand the expectations. Make sure students are aware that AI-generated work is not permitted and that any work submitted must be their own. 2. Monitor Student Activity Monitoring student activity through AI can help you identify any potential cheating. AI can be used to detect plagiarism and other sign

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 b