
Julie-Anne Angell
I started as a Business and Economics teacher who enjoyed working with and exploring the use of new technologies within my classroom. During this time I developed an interest and skill set in eLearning, especially the use of Web 2.0 tools.
In January 2010, I moved into the role of eLearning Facilitator at John Paul College. While in this role I worked with staff and students throughout the college from Kindy to Year 12 along with the International College, in the implementation of new ideas and technologies into the classroom. I also investigated, proposed and implemented many innovative ideas to assist in the eLearning Landscape at the college.
In recognition of this innovation in 2017, I was appointed as a Microsoft Innovative Educator Expert, as such I work closely with Microsoft to improve the use of technology for better learning and student outcomes worldwide.
As a Nationally Recognised Highly Accomplished and Lead Teacher, I have had the opportunity on many occasions to attend and present at a number of conferences around Australia. My presentations focus on the implementation of ICT in the classroom. More specifically gamification, self-paced learning along with data and differentiation strategies.
2019 saw me returning to the classroom full time so that I can focus on completing my Masters in Education in Distributive and Online Learning.
Address: Brisbane, Queensland, Australia
In January 2010, I moved into the role of eLearning Facilitator at John Paul College. While in this role I worked with staff and students throughout the college from Kindy to Year 12 along with the International College, in the implementation of new ideas and technologies into the classroom. I also investigated, proposed and implemented many innovative ideas to assist in the eLearning Landscape at the college.
In recognition of this innovation in 2017, I was appointed as a Microsoft Innovative Educator Expert, as such I work closely with Microsoft to improve the use of technology for better learning and student outcomes worldwide.
As a Nationally Recognised Highly Accomplished and Lead Teacher, I have had the opportunity on many occasions to attend and present at a number of conferences around Australia. My presentations focus on the implementation of ICT in the classroom. More specifically gamification, self-paced learning along with data and differentiation strategies.
2019 saw me returning to the classroom full time so that I can focus on completing my Masters in Education in Distributive and Online Learning.
Address: Brisbane, Queensland, Australia
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Papers by Julie-Anne Angell
This study investigates strategies aimed at enhancing differentiated instruction within online secondary education, thereby addressing the principle research question: How can differentiation enhance online learning for secondary educators? Adopting a constructivist paradigm, the research utilises semi-structured interviews with educators from Queensland virtual schools to ascertain their insights regarding differentiation practices. Thematic analysis of the qualitative data, facilitated by NVivo software, identifies challenges, opportunities, and practical strategies for tailoring instruction to meet diverse needs.
Key findings reveal that while online learning offers unique flexibility, it concurrently introduces challenges, including restricted collaboration and a lack of digital literacy. Differentiation within virtual classrooms requires a paradigm shift away from reliance on learning styles to data-driven strategies. Advancements in technology, professional development, and strong collaboration between educators, parents, and students support effective implementation. Tailored approaches are particularly beneficial for neurodivergent students and those from diverse backgrounds, including elite athletes and remote families.
The study highlights the importance of fostering triumvirate relationships among teachers, parents, and students to optimise educational outcomes. It also emphasises the need for adaptable frameworks and systemic support to overcome barriers such as inadequate resources and insufficient professional training. While the geographical focus on Queensland schools and reliance on self-reported data present limitations, the findings provide valuable insights for educators and policymakers alike.
Future research should explore emerging technologies and conduct comparative studies to refine practices of online differentiation further. This study contributes to the growing body of knowledge on inclusive education, offering actionable strategies for the enhancement of online learning experiences through effective differentiation.
This study investigates strategies aimed at enhancing differentiated instruction within online secondary education, thereby addressing the principle research question: How can differentiation enhance online learning for secondary educators? Adopting a constructivist paradigm, the research utilises semi-structured interviews with educators from Queensland virtual schools to ascertain their insights regarding differentiation practices. Thematic analysis of the qualitative data, facilitated by NVivo software, identifies challenges, opportunities, and practical strategies for tailoring instruction to meet diverse needs.
Key findings reveal that while online learning offers unique flexibility, it concurrently introduces challenges, including restricted collaboration and a lack of digital literacy. Differentiation within virtual classrooms requires a paradigm shift away from reliance on learning styles to data-driven strategies. Advancements in technology, professional development, and strong collaboration between educators, parents, and students support effective implementation. Tailored approaches are particularly beneficial for neurodivergent students and those from diverse backgrounds, including elite athletes and remote families.
The study highlights the importance of fostering triumvirate relationships among teachers, parents, and students to optimise educational outcomes. It also emphasises the need for adaptable frameworks and systemic support to overcome barriers such as inadequate resources and insufficient professional training. While the geographical focus on Queensland schools and reliance on self-reported data present limitations, the findings provide valuable insights for educators and policymakers alike.
Future research should explore emerging technologies and conduct comparative studies to refine practices of online differentiation further. This study contributes to the growing body of knowledge on inclusive education, offering actionable strategies for the enhancement of online learning experiences through effective differentiation.