Dr Joanne Orlando

Dr Jack Parkin Profile Image ICSDr Joanne Orlando researches in the areas of technology, education, children, and digital culture. Joanne takes an informed and positive position to consider: the potential of technology to enhance learning, shifting knowledge in the digital era, understanding digital family life, the impact of digital on childhood. A key feature of Joanne’s work is translating her research into economic, social and other benefits. To do this, she works closely with the key multinational technology industry, government, and health, education and recreation industries to improve policy/practice. Joanne is a well-known public figure who leads national media debate regarding children’s digital lifestyle.


PhD, 2010, University of Technology Sydney

MoE, 2000, Western Sydney University

BoE, 1996, Australian Catholic University

Selected Publications


Orlando, J (in press), ‘Use of WhatsApp in Higher Education to provide student feedback, enhance reflection and learning’, in Encyclopaedia of Education and Information Technologies, Springer.

Book Chapters

Orlando, J 2014, ‘Extending understandings of educational technology: what modes of criticality are teachers using in their technology practices and how might researchers work with them?’, in C Bigum, N Johnson & S Bulpin (eds), Critical perspectives on technology and education, Palgrave Macmillan, Chennai, pp. 51-68.

Arthur, L & Orlando, J 2014, ‘Enhancing student well-being and connectedness: technology as a resource for community building in the project ‘Teachers for a Gair go’’, in G Munns, W Sawyer & B Cole (eds), Exemplary teachers of students in poverty, Routledge, London, pp. 171-185.

Orlando, J & Sawyer, W 2013, ‘A fair go in education’, in G Munns, W Sawyer & B Cole (eds), Exemplary teachers of students in poverty, Routledge, London, pp. 1-13.

Orlando, J 2013, ‘Engaging practices with technology in low SES schools’, in G Munns, W Sawyer & B Cole (eds), Exemplary teachers of students in poverty, Routledge, London, pp. 136-148.

Arthur, L, Callow, J, Cole, B, Gilbert, S, Hatton, C, Hertzberg, M, Mooney, M, Munns, G, Nanlohy, P, Orlando, J, Pares, L, Power, A, Sawyer, W, Vozzo, L, Zammit, K 2013, ‘A new Monday morning and beyond’, in G Munns, W Sawyer & B Cole (eds), Exemplary Teachers of Students in Poverty, Routledge, London, pp. 187-190.

Refereed Journal Articles

Orlando, J (in press), ‘Why young children are so good at using technology: the identification of child-techno matches in touch screen devices’, British Journal of Educational Technology.

Orlando, J, Hanham, J & Ullman, J 2018, ‘Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices’, Australasian Journal of Educational Technology, vol. 34, no. 4.

Ahmad, M, Mubin, O & Orlando, J 2017, ‘Adaptive social robot for sustaining social engagement during long-term children-robot interaction’, Interactional Journal of Human-Computer Interaction, vol. 33, no. 12, pp. 943-962.

Orlando, J & Attard, C 2016, ‘Digital natives come of age: the reality of today’s early career teachers using mobile devices to teach mathematics’, Mathematics Education Research Journal, vol. 28, no. 1, pp. 107-121.

Callow, J & Orlando, J 2015, ‘Enabling exemplary teaching: a framework of student engagement for students from low socio-economic backgrounds with implications for technology and literacy practices’, Pedagogies: An International Journal, vol. 10, no. 4, pp. 349-371.

Orlando, J 2014, ‘Educational technology: a presupposition of equality?’, Asia Pacific Journal of Teacher Education, vol. 42, no. 4, pp. 347 – 362.

Orlando, J & Harreveld, B 2014, ‘Democracy, critique, and the presupposition of knowledge: teachers as capable, resourceful theorists’, Asia-Pacific Journal of Teacher Education, vol. 42, no. 4, pp. 321 – 323.

Hanham, J, Ullman, J, Orlando, J & McCormick, J 2014, ‘Intentional learning with technological proxy agents: goal orientations and efficacy beliefs’, Australian Journal of Education, vol. 58, no. 1, pp. 36-49.

Orlando, J 2014, ‘Veteran teachers and technology: change fatigue and knowledge insecurity influence practice’, Teachers and Teaching: Theory and Practice, vol. 20, no. 4, pp. 427-439.

Orlando, J & Gard, M 2014, ‘Playing and (not?) understanding the game: ECRs and university support, International Journal for Researcher Development, vol. 5, no. 1, pp. 2-15.

Orlando, J 2013, ‘ICT mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT?’ Technology, Pedagogy, and Education, vol. 22, no. 2, pp. 231-246.

Orlando, J 2009, ‘Understanding changes in teachers’ Information and Communication Technology practices: a longitudinal perspective’, Technology, Pedagogy and Education, vol. 18, no. 1, pp. 33-44.

Other Publications

Ahmad, M, Mubin, O & Orlando, J 2016, ‘Effect of different adaptations by a robot on children's long-term engagement: an exploratory study’, Proceedings of ACE 2016: the 13th International Conference on Advances in Computer Entertainment Technology, 9-12 November 2016, Osaka, Japan.

Power, A, Woodrow, C & Orlando, J 2016, Evaluation of early childhood schools and the Koori preschool program, project report, ACT Education and Training Directorate.

Orlando, J & Moustakim, M 2016, Evaluation of the mobile youth Van Claymore project in NSW, project report, Save the Children Australia.

Orlando, J 2012, Teachers’ changing practices with Information and Communication Technologies (ICT): an up-close, longitudinal analysis’, in Welcome to the Learning with New Media Inaugural Conference, 23 March 2012, vol. 1, p. 46.

Orlando, J 2014, ‘The app trap: how children spend thousands online in a year in the life of Australia’, The Conversation, Albert Park, pp. 215-219.


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