Kathryn Moyle

Kathryn Moyle is the Executive Director of the Centre for School Leadership, Learning and Development and Professor of Educational Leadership at Charles Darwin University, Australia. Prior to holding this position, Kathryn was an Associate Professor at the University of Canberra, where she was the Director of the Secretariat for the peak national policy committee, the Australia, Information and Communication Technologies in Education Committee (AICTEC). Kathryn undertakes research into various aspects of including technologies into teaching and learning in education, particularly in relation to student voice and the relationships between school leadership and teaching and learning with technologies. Prior to taking up her academic positions, Kathryn worked as a teacher and policy maker in the Department for Education and Children’s Services in South Australia where she led national professional learning, and research and development projects.


Effective Technologies and Strategies for the Development of Teachers and School Leaders: Case Studies from the Northern Territory of Australia
Kathryn Moyle, Glen Speering, Donna Murray, Jon Mason. © 2014. 17 pages.
Three case studies are presented here to demonstrate some effective professional learning approaches set in remote contexts. Through the use of case studies, this chapter...
Aligning Practice and Philosophy: Opening up Options for School Leaders
Kathryn Moyle. © 2013. 19 pages.
The educational use of digital technologies such as mobile devices, computers, and the Internet are progressively replacing pens, books, and the physical spaces known as...
Student Reactions to Learning with Technologies: Perceptions and Outcomes
Kathryn Moyle, Guus Wijngaards. © 2012. 318 pages.
While the creation and adoption of new technologies has increased in recent years, the educational sector often limits technology use. Despite this, many researchers are...
Students’ Views about Learning with Technologies: A Literature Review
Kathryn Moyle, Guus Wijngaards, Susanne Owen. © 2012. 21 pages.
There is a paucity of recent, formal education research that listens directly to students’ views of learning with technologies. Much of the research that has been conducted has...