Dr Perry Wong
The Integrating Interactive Technologies Toolkit is grounded in doctoral research exploring mentoring-based professional learning and interactive technology integration. It bridges research and praxis, translating evidence into structured design for schools and systems.
Doctoral research
Integrating interactive technology: A practical approach
Doctor of Education (EdD)
University of Tasmania | 2020
This doctoral study investigated mentoring-based approaches to integrating interactive technologies in primary classrooms, which application beyond the immediate study context. Conducted within authentic school contexts, the research examined how structured professional learning cycles support sustained pedagogical change.
The study developed a practitioner-centred professional learning model that integrates observation, milestone setting and iterative review. Its findings emphasise long-term capability development, instructional coherence and the importance of disciplined and supportive professional dialogue in technology integration.
conference paper
Mentor me in ICT: A practical approach to building teacher capacity
Perry Wong
2020 · 14th annual International Technology, Education and Development (INTED) Conference | Valencia (Spain)
This paper examines how a structured mentoring model can build teacher capacity in technology integration across five primary schools. It demonstrates that sustainable change relies on leadership support, reliable infrastructure and strong mentoring relationships rather than device procurement alone.
The research informed the development of a scalable professional learning toolkit grounded in structured observation and reflective practice.
conference paper
A conference presentation introducing the key ideas and findings from this paper, presented at INTED2026.
Perry Wong & Cathryn Horvat
2026 · 20th annual International Technology, Education and Development (INTED) Conference | Valencia (Spain)
Mentoring teachers, empowering students: A path to digital citizenship
This paper integrates two studies examining technology integration as a shared judgement problem across teacher practice and student digital citizenship. It shows how sustained mentoring strengthens teachers’ professional judgement, while inquiry-based pedagogy enables students to explore digital identity, empathy and responsibility.
The combined findings suggest that ethical technology use is cultivated through reflection, relational trust and contextual learning rather than compliance or restriction.
Foundations
The Integrating Interactive Technologies Framework builds on the interactive whiteboard scholarship of Gary Beauchamp (2004) and Trudy Sweeney (2008).
It extends these models into contemporary digital learning contexts, offering a view of teacher capability grounded in classroom practice.