About Disrupted History

About The Site

Disrupted History was created in 2013 as a blog focused on the ways that emergent technologies were disrupting traditional models of teaching history. Its focus has evolved alongside its creator’s professional and academic path.

The name Disrupted History reflects the profound disruptions – often related to emergent technologies – which are reshaping schools and education systems. The pedagogies, teaching practices, and approaches to school-based learning that were shaped in the industrial age of the nineteenth and twentieth centuries are increasingly challenged by the technologies and complexities of the twenty-first century. These technologies – including Generative Artificial Intelligence (AI) and extended reality (XR) – are increasingly transforming the way we teach and learn. Disrupted History embraces this transformation.

Disrupted History places the development of identity, ethics, community and agency at the centre of education. It places the development of active citizenship and a desire to build a better world as the purpose of schooling in a dynamic world.

In a world where so many resources are created for teachers by corporate interests, consultants, and academics, this site is created by a teacher for teachers. Disrupted History is both a practical resource and a space for professional reflection, learning, and sharing.

Disrupted History acts as a platform for sharing the author’s reflections, live blogs, and insights. It aligns closely with the author’s postgraduate research into the development of a transformative, technology-infused pedagogy.

Disrupted History is dedicated to fostering vibrant conversations about education – especially education in history. It’s dedicated to equipping educators as they ride a wave of social disruption. It hope to inspire them to embrace new ways of engaging students in the classroom and beyond.

About The Author

I’m an Australian History teacher with nearly 40 years of classroom experience. Over the years, I’ve had the privilege of working in various leadership roles, including student wellbeing, edtech integration, and curriculum development. Currently, I lead my school’s AI for Teaching and Learning Project. Through the project, I explore innovative ways to enhance education through emerging technologies. As an AITSL / QCT certified Highly Accomplished Teacher, I’m passionate about supporting both students and colleagues in achieving their best.

I’m also a PhD candidate at the University of Southern Queensland, researching how emerging digital tools like Generative AI and XR platforms can transform history pedagogy. My goal is to develop a future-focused approach to teaching that empowers students to build global, civic, and personal agency through their study of the past.

I’ve authored and published journal articles and have contributed to writing textbooks. I’m an experienced presenter at professional learning events and conferences. I’ve won a number of awards and hold a range of edtech / AI related certifications.

As a professional, I’m deeply committed to creating safe and inclusive learning environments where students feel valued, supported, and inspired to contribute their unique voices. I believe in the transformative power of education to build not only knowledge but also character, resilience, and a sense of purpose. Collaboration is at the heart of my work, and I thrive on building strong connections with colleagues, students, and the broader community.

I value balance, wellbeing, and lifelong curiosity. Whether it’s mentoring emerging educators, engaging with new ideas, or reflecting on my own practices, I’m always striving to grow and improve. I’m also passionate about the role of storytelling in fostering empathy and understanding, both in the classroom and beyond.

As a learner, I’m energised by the intersection of tradition and innovation. I’m supportive of approaches to teaching that recognise the complexities of context specific learning. I’m particularly drawn to exploring how emerging technologies can support authentic, Deweyan inspired teacher-guided inquiry-based, learning. I endeavour to approach my work with humility and a focus on what truly matters: helping young people develop a sense of purpose, agency and connection as they navigate an increasingly complex world.

As an advocate for inclusion and diversity, I believe that education must embrace the unique stories and experiences of all students, their families, and their communities. I’m particularly passionate about Australian First Nations histories. I honour their richness and complexity and advocate for their rightful place at the heart of our national narrative. I believe in the power of reparative, generative, and transformative histories—approaches that not only acknowledge past injustices but also empower learners to envision and create a more just and inclusive future.

Professional and Ethical Standards

The content of this blog, Disrupted History, reflects my personal views, research, and professional insights. The opinions expressed in the blog posts are entirely my own and do not represent the views, policies, or positions of my employer, any school authority, or associated organisations.

Efforts are made to ensure that all blog content adheres to the ethical and professional standards required by my University, employer, and relevant regulatory bodies, including the Queensland College of Teachers (QCT) and the Australian Institute for Teaching and School Leadership (AITSL). The blog aligns with:

All posts are also consistent with Code of Conduct and ethics expectations, applications, and approvals associated with the University of Southern Queensland for my research activities and are crafted to uphold professional and ethical integrity.

Further, Disrupted History aims to work in accordance with the Australian Code for the Responsible Conduct of Research (2018) and the Singapore Statement on Research Integrity (2010).

Additionally, care is taken to ensure appropriate anonymity of individuals and groups (such as colleagues and students) referenced in posts. Any case studies, anecdotes, or examples used are presented in a way that prevents the identification of specific persons or organisations.

This blog serves as a platform for reflective practice, professional dialogue, and critical exploration of ideas within the field of education, grounded in ethical and professional responsibility.

All content on Disrupted History is done in good faith, with a commitment to faithfully and accurately reporting the views and ideas of others while upholding the highest standards of integrity and respect.

If you notice any errors, inaccuracies, misrepresentations, or inconsistencies, we encourage you to get in touch. Your feedback is valued and helps us to continually improve. If you have any comments, concerns or questions about the content posted on this site, please visit our Share Your Thoughts page.

COPYRIGHT TERMS OF USE

May 6, 2025

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Disrupted History