Dr Michael Phillips

Dr Michael Phillips

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Michael Phillips is a Lecturer in the Faculty of Education, Monash University. His work focuses on the knowledge expert teachers develop when integrating educational technologies into their practice. Additionally, Michael researchers the ways in which expert teachers make active decisions about their classroom technology integration. Michael’s research regularly involves collaboration with colleagues from the United States, Europe, Asia and the sub-continent.

These projects have resulted in a range of books, book chapters, peer reviewed journal articles and conference presentations including a Highly Commended Paper Award from the Australian Council for Computers in Education (ACCE) and the Best Paper award at the Society for Information Technology and Teacher Education (SITE) conference in 2016. Michael has also received the Dean’s Award for Excellence in Teaching and Learning (2016) and the Vice-Chancellor’s Award for Programs that Enhance Learning.

Prior to joining Monash University in 2013 Michael was a senior teacher for 15 years in secondary schools. He is also Lead Journal Editor for the teachers’ association Digital Learning and Teaching Victoria (DLTV) and his work enhancing the professional learning of ICT teachers in Victoria was recognised in December 2013 with an Outstanding Professional Service Award from the Council of Professional Teaching Associations of Victoria.

Michael Phillips profile image

Books:

Phillips, M. (2016) Digital technology, schools and teachers’ workplace learning: Policy, practice and identity. London: Palgrave Macmillan

Thesis:

Phillips, M. (2014). Teachers’ TPACK enactment in a Community of Practice, Monash University, Melbourne. eThesis: http://arrow.monash.edu.au/1959.1/981787

Book Chapters:

Phillips, M., Koehler, M. & Rosenberg, J. (in press) Considering context: teachers’ TPACK development and enactment. In, Liu, L. & Gibson, D. (eds.), Research Highlights in Technology and Teacher Education 2016. Society for Information Technology and Teacher Education.

Phillips, M., & Cranby, S. (2015) Enhancing inclusion in Geography classrooms: application of the IPAA framework. In J.M. Deppeler, T. Loreman, R.A.L. & L. Florian (eds.), Inclusive Pedagogy Across the Curriculum, Volume 7 in International Perspectives on Inclusive Education (pp.139-160). Emerald

Phillips, M. (2015). Models of technology integration. In M. J. Henderson & G. Romeo (eds.), Teaching and Digital Technologies: Big Issues and Critical Questions (pp.318-331). Melbourne, Australia: Cambridge University Press.

Henderson, M., de Zwart, M., Lindsay, D., & Phillips, M. (2013). Legal Risks and Social Networking: Removing the Blinkers on Cyber Safety. In R. Hanewald (Ed.), From Cyber Bullying to Cyber Safety: Issues and Approaches in Educational Contexts. New York:  Nova Science.

Phillips, M., Tour, E., Henderson, M. & Snyder, I. (2012). Giving research students a ‘Second Life’. In T. Islam, O. Lee, J. Peterson & M. Piscioneri (eds), Effectively implementing Information Communication Technology in Higher Education in the Asia-Pacific Region. New York: Nova Science Publishers.

Peer-Reviewed Journal Papers:

Phillips, M. (2016) Processes of practice and identity shaping teachers’ TPACK enactment in a community of practiceEducation and Information Technologies. DOI: 10.1007/s10639-016-9512-y

Phillips, M. (2016): Re-contextualising TPACK. Exploring teachers’ (non)use of digital technologiesTechnology, pedagogy and education. DOI: 10.1080/1475939X.2015.1124803

Henderson, M. & Phillips, M. (2015). Video based feedback on student assessment: Scarily personal and powerfully clearAustralasian Journal of Educational Technology, 61(1), 51-66

Phillips, M. (2013) Investigating in-service teachers’ workplace TPACK developmentAustralian Educational Computing, 28(2) p. 1-10

Lindsay, D., de Zwart, M., Henderson, M. & Phillips, M. (2011) Understanding legal risks facing children and young people using social networking sitesTelecommunications Journal of Australia (61)1, 9.1-9.18

de Zwart, M., Lindsay, D., Henderson, M., Phillips, M. (2011) Randoms vs Weirdos, Alternative Law Journal [P], 36 (3), Legal Service Bulletin Co-Operative Ltd., Australia, pp. 153-157.

Henderson, M., De Zwart, M., Lindsay, D. F., Phillips, M. (2010). Legal risks for students using social networking sitesAustralian Educational Computing, 25(1), pp. 3-7.

Peer-reviewed Conference Papers:

Phillips, M., Henderson, M. & Ryan, T. (2016). Multimodal feedback is not always clearer, more useful or satisfying. Paper presented at Show Me The Learning: Proceedings ASCILITE 2016 Adelaide. Eds Barker, S., Dawson, S., Pardo, A. & Colvin, C. (eds.). p. 514 – 522.

Ryan, T., Henderson, M. & Phillips, M. (2016) “Written feedback doesn’t make sense”: Enhancing assessment feedback using technologies. Paper presented at AARE2016 Melbourne.

Michael is a regular contributor to conferences in Australia, South East Asia, Europe and the United States
Michael is a regular contributor to conferences in Australia, South East Asia, Europe and the United States

Phillips, M., Koehler, M. & Rosenberg, J. (2016). Looking outside the circles: Considering the contexts influencing TPACK development and enactment. Paper presented at Society for Information Technologies in Education Conference, Savannah, Georgia, USA p. 2779 – 2786

Herring, M., Koehler, M., Mishra, P. et al., (2016). Technological Pedagogical Content Knowledge: Looking forward. Paper presented at Society for Information Technologies in Education Conference, Savannah, Georgia, USA.

Phillips, M. (2016). Contextual factors influencing teachers’ TPACK enactment. Paper presented at American Educational Research Association (AERA) Annual Meeting, Washington, USA.

Henderson, M. & Phillips, M. (2016). Using Video, Audio and Screencast Technologies to Enhance Assessment Feedback. Paper presented at American Educational Research Association (AERA) Annual Meeting, Washington, USA.

Henderson, M. & Phillips, M. (2015). Using digital technology to provide powerful assessment feedback. Paper presented at the Educational Computing Association of Western Australia (ECAWA) 2015 State Conference, Perth, Australia.

Phillips, M. (2014). TPACK as workplace learning. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA

Phillips, M., Lancaster, G. & Cooper, B. (2014). Team teaching with techonology. Upsetting the TPACK applecart. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA

Henderson, M. & Phillips, M. (2014). Technology enhanced feedback on assessment. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA.

Phillips, M. (2012). The role of community in teachers knowledge development. Paper presented at the Australian Computers in Education Conference 2012, Perth, WA.

Henderson, M. & Phillips, M. (2012) Video feedback on student assessment: scarily personal, powerfully clear. Paper presented at the Australian Computers in Education Conference 2012, Perth, WA.

de Zwart, M., Lindsay, D., Henderson, M., Phillips, M. (2010) ‘I like, stalk them on Facebook’: Teachers’ ‘privacy’ and the risks of social networking sites. Paper presented at Technology and Society (ISTAS), 2010 IEEE International Symposium

Phillips, M. (2010) Teachers’ beliefs and their influence on technology adoption. Paper presented at the Australian Computers in Education Conference 2010, Melbourne, Vic.

Henderson, M., de Zwart, M., Lindsay, D. & Phillips, M. (2010) Students use of social networking tools: legal risks and other implications. Paper presented at the Australian Computers in Education Conference 2010, Melbourne, Vic.

Reports:

de Zwart, M., Henderson, M., Lindsay, D.F, Phillips, M.(2011) Teenagers, Legal Risks and Social Networking Sites. Monash University, Melbourne.

Educational Resources:

Henderson, M., De Zwart, M., Lindsay, D. F., Phillips, M.  (2011) Will u friend me? Legal Risks and Social Networking Sites. Monash University, Melbourne.

Professional Papers:

Phillips, M. (2015). Enhancing education by augmenting outdoor environments. e-technology. Technology in the classroom, 9 (October 2015), Australian Council for Educational Leaders, pp. 1-4.

Phillips, M., Henderson, M., (2013). Video feedback on student assessment: scarily personal, powerfully clear. Education Technology Solutions [P], vol 1, issue 52, Australian Media Group, Australia, pp. 30-32.

de Zwart, M., Henderson, M., Lindsay, D., Phillips, M. (2012). Legal risks of social media [online]. Legaldate, 24,1 (March, 2012), pp. 8-9.

Phillips, M., (2011). Exploring teachers’ technology integration choices: Understanding knowledge and communities, ICT in Education: Journal of ICT in Education Victoria [P], vol 34, issue 1, ICT in Education Victoria, Melbourne Vic Australia, pp. 9-11.

Journal Editorials:

Phillips, M., Henderson, M. (2015). From the editor. DLTV Journal. vol 2, issue 2, Digital Learning and Teaching Victoria, Melbourne Vic Australia, p. 2-6

Phillips, M., Henderson, M. (2015). From the editor. DLTV Journal. vol 2, issue 1, Digital Learning and Teaching Victoria, Melbourne Vic Australia, p. 2-4

Phillips, M., Henderson, M. (2014). From the editor. DLTV Journal. vol 1, issue 2, Digital Learning and Teaching Victoria, Melbourne Vic Australia, p. 2-3.

Phillips, M., Henderson, M. (2014). From the editor. DLTV Journal. vol 1, issue 1, Digital Learning and Teaching Victoria, Melbourne Vic Australia, p. 2-4.

Phillips, M. (2013). From the editor. Journal of ICT in Education Victoria: Mobile Learning [Special Issue]. vol 35, issue 1, ICT in Education Victoria, Melbourne Vic Australia, p. 2.

Michael Phillips presenting at The International Schools of Sri Lanka conference in 2016.
Michael Phillips presenting at The International Schools of Sri Lanka conference in 2016.

Invited Presentations:

The International Schools of Sri Lanka: Annual Conference “Spotlight on Powerful Technological Pedagogical and Content Practices in Schools”. November, 2016.

Monash Business School: “Video feedback for student assessment tasks”. October, 2017.

World Science Festival: “Augmented reality and the future of Science Education”. March, 2016.

National Institute of Education, Singapore: Ethics in Social Media: Do we really know what we are doing? September 2015.

Faculty of Law, Monash University: Good teaching and effective feedback. August 2015.

Rowville Secondary College: “Video feedback: Providing continuous feedback for students and families”. August 2015

Monash Faculty of Medicine, Nursing and Health Sciences: “Exploring questions that matter in assessment: Providing meaningful multimedia feedback.” July 2015

CRADLE, Deakin University: “Scarily personal: assessment feedback via video, audio, and screencast technologies“. May 2015

Deakin University School of Exercise and Nutrition Sciences: Effective Video Feedback. February, 2015

University of Sydney Faculties of Business, IT and Engineering: Understanding effective video feedback. February 2015

Avila College: Augmented reality and design thinking: Looking to the future. December 2014.

Monash University Faculty of Education Teaching and Learning Seminar: Through the looking glass and what you might find there: Augmented Reality and Education. May 2014.

Monash Educational Excellence Research Group: Video Feedback. 2013

Monash Gippsland Faculty Day: Video Feedback. 2013

Monash Faculty of Education – Innovation series: Video Feedback. 2012

Norwegian University of Science and Technology (27 January 2015) Movies feedback: Teachers at Australian university give each student feedback in the form of film clips. Retrieved from:
http://www.universitetsavisa.no/forskning/article46875.ece.

ABC Local Radio North Queensland (27 January 2015). Interview with Paula Tapiolas regarding the future of digital technologies in schools.

ABC Local Radio South East New South Wales (27 January 2015). Interview with Tim Holt regarding the future of digital technologies in schools.

Kolowich, S. (26 January, 2015). Could video feedback replace the red pen? The Chronicle of Higher Education.

Maiolo, A. (19 January, 2015). Video gives valuable feedbackCampus Review.

Maiolo, A. (19 January, 2015). Video gives valuable feedbackEducation Review.

Ross, J. (14 January, 2015). Video critiques work for students and teachers. The Australian p.28.

Hosking, W. (25 April, 2014). Visionary feedback: Teachers ‘mark’ essays with videos to students. Herald Sun p.18.

Today’s Schools (27 March 2014) Video feedback at Monash University

Munro, P. (20 March, 2011). Teens ‘too blasé’ about online legal dangers, The Sunday Age, p.3.

Henderson, M., Phillips, M. (2011), Online – the front line. Leader Associated newspapers Pty Ltd, Melbourne Australia, pp. 6

Michael has continued to explore his passion for teaching working as an Lecturer in a range of undergraduate and postgraduate courses within the Faculty of Education at Monash University. A number of these course and units are related to issues of ICTE in different educational contexts (EDF5145EDF5146EDF5648) as well as general teacher education units including EDF4120EDF5016EDF5041EDF5139 and EDF5806. Michael’s teaching was recognised in 2014 by the Pro-Vice Chancellor (Learning and Teaching), Professor Darrell Evans, who described Michael’s teaching as “outstanding” and was quantified as being in the top 5.6% of teaching evaluations in the University with 149 out of 150 students rating Michael’s ‘overall teaching’ as ‘good’ and ‘outstanding’ reported as part of the University’s formal student survey (source: Monash University Teaching Evaluation Reports 2013-2014).

Michael provides expert opinion and reviews research articles for:

  • American Educational Research Journal
  • Australasian Journal of Educational Technology
  • British Journal of Educational Technology
  • Contemporary Issues in Technology and Teacher Education
  • Australian Educational Computing (Section Editor)
  • Environmental Education Research
  • and as Lead Editor for the DLTV Journal

Michael is willing to discuss higher degree by research supervisions including PhD in the following areas:

  • exploring the social processes that influence the contexts in which teachers’ work,
  • the negotiation involving digital technologies in workplace settings,
  • the influence of digital technologies, particularly augmented reality, on out-of-classroom learning experiences,
  • the legal risks teenagers face when using social networking sites,
  • teaching and learning in virtual worlds,
  • augmented reality in out-of-classroom settings;
  • the affordances of video feedback for teachers and students

Please email Michael (michael.phillips@monash.edu) to arrange a meeting. In your initial email, please include a full CV, a detailed outline of your proposal and copies of any past publications.

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