Laura Bain is the Head of Emerging Technologies and Innovation at Matthew Flinders Anglican College. She is a TeachX Finalist and has made The Educator Hot List two years in a row. Her work with technology in education has seen her recognised as a Microsoft Innovative Educator Fellow and Apple Distinguished Educator. Laura is one of the Australian representatives of the WomenEd network and a member of the Association of Women Educators. She is passionate about the application of technology in education and driving innovation in schools.

Ella Camporeale is a Curriculum Leader for Art, Design and Digital Technologies at Westminster School, Adelaide. She and has been teaching in the South Australian Independent School sector for the past decade across Technologies and the Creative Arts. She holds a Master of Architecture and Graduate Diploma in Teaching and learning and is passionate about sustainable design, Architecture Education, and the integration of emerging technologies in secondary schooling.

Ella’s interest in emerging technologies in secondary education was exemplified through the Association of Independent Schools of South Australia’s STEM VR Project run in 2022. The project stemmed from the VR School Study, led by Associate Professor Erica Southgate of the University of Newcastle, and brought together teachers, research, and industry in a world first. Through the project, Ella contributed to research on creativity and the impact of VR to enhance learning. Ella is currently undertaking a HDR in Education and is a marker and moderator for Design, Technology and Engineering subjects for the South Australian Certificate of Education. She recently joined the SA Chapter of the Australian Institute of Architects Archi Ed Committee.

Professor Michael Cowling is an award-winning technology strategist and communicator. As a leader in educational technology for decades, he is committed to fostering thoughtfulness in technology for students, educators and the general public. He is currently an Associate Professor in Information and Communication Technology (ICT) at CQUniversity Australia where he teaches in complex educational settings across six metropolitan/regional campuses, face to face and online, leads STEM Education research in the Centre for Research in Equity & Advancement of Teaching & Education, and through The CREATE Lab drives engagement and outreach around technology and education.

Michael was the 2020 recipient of the Universities Australia AAUT Award for Teaching Excellence (Physical Sciences), as well as an AAUT Citation for Outstanding Contributions to Student Excellence in 2016, and several internal Teaching & Learning Excellence awards at CQUniverisity. He also won the CQUniversity Opal Award for Excellence in Engagement (Learning & Teaching) in 2019. He is an Advance Queensland Community Digital Champion, and an Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Community Fellow, as well as a Senior Fellow of the Higher Education Academy (SFHEA).

As a volunteer, Professor Cowling is currently Vice-President of ASCILITE, and Senior Editor – Educational Technology for the Journal of University Learning & Teaching Practice (JULTP). He is Chairperson of the School Council at Coomera Rivers State School, and serves on the P&C Association Executive for Foxwell State Secondary College, as well as an executive member of the ImmerseHigh association, which delivers a Virtual Reality Storytelling competition in South-East Queensland.

Michael believes strongly in the power of outreach and engagement. His Queensland Government workshop series ‘Weaving Technology into the Fabric of the Classroom’ has trained hundreds of educators about innovative technology, and in the CSIRO-supported ‘Professor Tech’ program he has presented to students in over a dozen K-12 schools. His own higher education students, as well as hundreds of school teachers, and tens of thousands of students from kindergarten to doctoral level have learned directly and indirectly from him, benefitting from his mantra of ‘pedagogy before technology’ and his commitment to technology enhancing the student educational experience.

Professor Michael Sankey is from Charles Darwin University in Australia, where he is the Director Learning Futures and Lead Education Architect. In addition to this role, Michael is President of the Australasian Council on Open, Distance and e-Learning (ACODE) and a Fellow of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). He specialises in emerging technologies, technology enhanced learning, curriculum and assessment renewal, eLearning quality and benchmarking, multimodal design, digital, visual and multiliteracies. Michael has worked in Higher Education for 30+ years, at 5 Universities and is particularly interested in how constructively aligned and aesthetically enhanced learning environments can better transmit concepts to students, particularly those from diverse backgrounds and those who study at a distance.

Professor Bridgeman gained his undergraduate degree in chemistry from St Catherine’s College at the University of Oxford and his PhD in computational inorganic chemistry from Trinity Hall at the University of Cambridge. He was Director of First-Year Studies in Chemistry and Associate Dean (Learning and Teaching) in Science at the University of Sydney before joining the Education Portfolio as Director and then Pro Vice-Chancellor (Educational Innovation). In this role he leads our work to provide professional development and collaborative support for teaching and learning activities. Professor Bridgeman also held the role of Interim Deputy Vice-Chancellor (Education) from January to June 2022.

An Australian National Teaching Fellow, Professor Bridgeman has dedicated his career to enhancing student learning and the student experience. He has received numerous teaching awards in the UK and Australia, including four University of Sydney Vice-Chancellor Awards for Support of the Student Experience and Teaching Excellence, and an Australian Learning and Teaching Council (ALTC) Award for Programs that Support Learning.

Danny is a molecular biologist by training, programmer by night, researcher and academic developer by day, and educator at heart. A multiple international and national teaching award winner, he works at the confluence of learning analytics, student engagement, educational technology, and professional development and leadership. He is an Associate Professor in the Deputy Vice-Chancellor (Education) Portfolio at the University of Sydney, where he leads staff across the institution in educational innovation and the effective use of learning analytics and artificial intelligence to improve student learning and experience. He co-chairs the University’s AI in Education working group.

Kane Bradford leads teaching and learning at Lindisfarne Anglican Grammar School as the Head – Professional Practice, Innovation and Partnerships. As part of the School Executive team, Kane drives a particular focus on harnessing strategic partnerships to the benefit of staff, students and the community. Kane brings significant experience from his previous work as a teacher and leader in independent schools, to his leadership spanning senior roles at the Australian Institute for Teaching and School Leadership (AITSL) and the Australian Sports Commission (ASC). Kane is currently completing his PhD, returning to his policy roots, where he is examining the impact of public policy on notions of teacher quality in Australian schools.

Professor Maryanne Dever is Pro Vice-Chancellor (Education and Digital) at The Australian National University. She joined the ANU in 2021 after working on digital uplift of learning and teaching at the University of Technology Sydney. Her role as Pro Vice-Chancellor (Education and Digital) involves complementary contributions to excellence in education and excellence in digital infrastructure. She is currently focused on implementing the ANU’s new Learning and Teaching Strategy and delivering a new digital learning ecosystem.

She is a passionate teacher of Mathematics whose wide educational impact is evident. Tracey has held key leadership positions in schools across all three education sectors. These positions include a variety of educational areas including: student welfare in a Year Co-ordinator position, academic as Head of Mathematics, teacher development as the Director of Professional Learning STEM and data and operations in the executive Head of Academic Operations and Learning Analytics.

Her work includes syllabus development, the publication of teaching materials and academic papers. She has a passion for the use of data analytics by students to inform goal setting and by teachers to inform classroom practice and professional learning goals.

Adam Kruger is an accomplished education professional and Teaching and Learning Specialist with a rich background in educational leadership. Having worked at multiple schools, including most recently Wesley College in Melbourne, Victoria, Adam brings a wealth of experience to his role at Clyde Secondary College.

With extensive experience in leadership roles such as Assistant Principal and Educational Consultant, Adam possesses a deep understanding of educational leadership and curriculum development. As the leader of teaching and learning at his own school, Adam has pioneered innovative approaches to enhance student learning outcomes. He is renowned for his expertise in analysing data to inform instructional practices, driving positive change, and maximizing impact in the classroom.

Adam’s commitment to leveraging data-driven strategies to optimize student learning outcomes is evident in his dynamic approach to curriculum development and pedagogy. His work has also impacted the wider community, with many schools seeking his leadership in educational practices and initiatives.

With a passion for fostering innovation and equipping students with essential skills for success, Adam is dedicated to shaping the future of education at Clyde Secondary College through impactful leadership and cutting-edge educational practices.