Michael David Phillips (0000-0003-4170-5800)

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Mike Phillips is the Professor of Digital Transformation in the Faculty of Education, Monash University. His work aims to enhance teachers' capacities to understand the opportunities and limitations of educational technologies. By enhancing educators' critical perspectives of such technologies, Mike's teaching and research seek to enhance opportunities for all students to receive higher quality educational experiences.

Mike's work has been supported through more than $6,000,000 of funding from organizations including the Department of Education and Training (Victoria), the British Academy, UNESCO and the Australian Office of Learning and Teaching. Mike has authored more than 80 books, book chapters, journal articles and conference presentations with more than 90 colleagues from around the world.

Mike has also developed a number of award winning educational programs including the Leading Blended Learning Course for in-service teachers and the internationally recognized Monash Virtual School which provides pre-service teachers with opportunities to enhance their online pedagogical practices while providing opportunities for disadvantaged young people in Australia and for those in conflict zones around the world including in Ukraine and Myanmar.

Mike's work has been recognized with 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 and 2019. Mike has also received the Dean's Award for Excellence in Teaching and Learning (2015), the Vice-Chancellor's Award for Programs that Enhance Learning (2016), the Monash Postgraduate Association Lecturer of the Year Award (2016) the Dean's Award for Outstanding Research by an Early Career Researcher (2017) and the Vice-Chancellor's Award for Industry and Community Education Programs (2022). In 2023, Mike was named the Outstanding Global Educator of the Year by the Association for the Advancement of Computing and Education for his work leading the Monash Virtual School.

Prior to joining Monash University in 2013 Michael was a senior teacher for 15 years in secondary schools.

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MONASH UNIVERSITY: Clayton, AU

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Michael David Phillips

https://orcid.org/0000-0003-4170-5800

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Biography

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Employment (2)

MONASH UNIVERSITY: Clayton, AU

Monash University: Clayton, VIC, AU

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Monash University: Clayton, VIC, AU

Monash University: Clayton, VIC, AU

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Feedback for learning: closing the assessment loop

Works (50 of 73)

What facilitates a sense of belonging amongst Australian teachers?

Drivers of Digital Realities for Ongoing Teacher Professional Learning

TRAINING PHYSICS TEACHERS FOR EFFECTIVE ONLINE LESSONS: A VIRTUAL SCHOOL EXPERIENCE

Choosing Units of Analysis in Temporal Discourse

Improving instructional video design: A systematic review

Professional Decision Making: Reframing Teachers’ Work Using Epistemic Frame Theory

The usefulness of feedback

Navigating four billion videos: teacher search strategies and the YouTube algorithm

Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?

Innovations in teacher education at the time of COVID19: an Australian perspective

Digitally recorded assessment feedback in a secondary school context: student engagement, perception and impact

Describing increasing proficiency in teachers’ knowledge of the effective use of digital technology

A cross-disciplinary evaluation of digitally recorded feedback in higher education

The Influence of Discipline on Teachers’ Knowledge and Decision Making

What makes for effective feedback: staff and student perspectives

The challenges of feedback in higher education

Conditions that enable effective feedback

Goldilocks and journal publication: Finding a fit that’s “just right”

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Conditions that support effective assessment feedback in higher education

Designing for technology-enabled dialogic feedback

Designing for technology-enabled dialogic feedback

If there is TPACK, is there technological pedagogical reasoning and action?

If there’s TPACK, is there technological pedagogical reasoning and action?

PCK and TPCK/TPACK

Rethinking learning in the digital age – implications for teacher education

Technology and feedback design

Challenges for IT-enabled formative assessment of complex 21st century skills

Building intercultural competence and professional confidence through collaboration in an Italian IPE

Building intercultural competence and professional confidence through collaboration in an Italian IPE

Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice

Revisiting conceptions of knowledge as part of the TPACK framework

The influence of an international context on a teacher educator's knowledge, practice and identity

The influence of an international context on a teacher educator’s knowledge, practice and identity

TPCK/TPACK research and development

Unpacking TPACK

Using rich media to facilitate dialogical feedback processes

Digitally recorded feedback: a sustainable practice?

"Written feedback doesn't make sense"

Considering Context

Contextualising teachers’ TPACK development and enactment

Digital Technology, Schools and Teachers' Workplace Learning

Disrupting teachers’ knowledge and practice: augmented reality in out-of-classroom settings

Looking outside the circles

Multimodal feedback is not always clearer, more useful or satisfying

Multimodal feedback is not always clearer, more useful or satisfying

Professional Learning

Re-contextualising TPACK

Using Video, Audio and Screencast Technologies to Enhance Assessment Feedback

Contextual factors influencing teachers’ TPACK enactment