Dr Garry Falloon

Position: Research Professor in Education
Discipline: Early & Primary years, STEM & Digital Technologies teaching & learning
Location: Mt Helen Campus,
Phone: +61353279115 
Email: g.falloon@federation.edu.au
ORCID:  https://orcid.org/0000-0002-6369-8771

Qualifications

Doctor of Science Education (Digital Learning) – Curtin University (2005)

Master of Education (1st Hons) - Massey University, NZ (1999)

Advanced Diploma of Teaching - Canterbury University (1993)

Higher Diploma of Teaching - Canterbury University (1990)

Teaching

Course(s)

  • Master of Education Studies

Unit(s)

  • Contemporary Educational Theories and Evidence-Based Practice (EDMED7065)

Biography

Garry Falloon is Research Professor of Education in the Institute of Education, Arts and Community at Federation University (Mt. Helen) and Honorary Professor in the School of Education at Macquarie University (Sydney). Before joining Federation in March 2023, he was Professor of Education and Director of International Engagement in the Macquarie University School of Education in Sydney, NSW (2017-2023) and Associate Professor and Professor of Digital Learning in the Faculty of Education at Waikato University in Hamilton, New Zealand (2010-2017).

His background includes 22 years teaching and leadership of primary and secondary schools in New Zealand, Education Foundation Manager at Telecom New Zealand, working with Microsoft in the Partners in Learning and Digital Learning Object projects, and as project lead for the New Zealand Government’s $10m Digital Opportunities Project.

Garry's research interests are STEM-focused and include mobile learning, digital learning in primary and middle schools, online and blended learning, curriculum design, pedagogy and assessment in digitally-supported innovative learning environments, learning in primary science and technology, and educational research methods. Currently he is CI for the ARC Discovery Project: Coding Animated Narratives as Contemporary Multimodal Authorship in Schools, and was previously the NSW lead for the Commonwealth Government’s Principals as STEM Leaders (PASL) project. Garry has served on numerous advisory and writing panels for eLearning policy and curriculum development, industry and sector advisory boards, and the NZ Prime Minister's Panel of Experts for Digital Learning.

Areas of expertise

  • Early years and primary school STEM education
  • Mobile technologies in teaching and learning
  • Qualitative and mixed research methodologies
  • International Education

Research interests

  • Early years and primary school STEM education
  • Mobile technologies in teaching and learning
  • Curricular and pedagogy in flexible/innovative school learning environments
  • General capability and thinking skill development in school curricular

Supervision

Experienced HDR supervisor to PhD level (16 completions).

Please email to find out if Garry is currently accepting supervisions.

Publications (from 2015 only)

Books

Kurcikova, N., Roswell, J. and Falloon, G.W. (Eds.), (2018). The Routledge International Handbook of Learning with Technology in Early Childhood. Routledge: Milton Park. ISBN: 978-1-138-30816-9

Kurcikova, N., & Falloon, G.W. (2016). Apps, technology and younger learners: International evidence for teaching. Routledge: Milton Park. ISBN: 978-1-138-92788-9

Book chapters

Forbes, A., Falloon, G.W., Stevenson, M., Hatzigianni, M., & Bower, M. (in press). An analysis of the nature of young students’ STEM learning in 3D technology-enhanced makerspaces. In P. Li, A. Forbes & W. Yang (Eds.), Developing culturally and developmentally appropriate STEM learning experiences. Routledge: Taylor and Francis.

Woo, K. & Falloon, G.W. (2023). Coding Animated Narratives in Middle School Classrooms: Intrinsic and Extrinsic Challenges for Non-Specialist Teachers. In T. Keane & A. Fluck (Eds.), Teaching Coding in K-12 Schools - Research and Application (pp. 245-261). Springer. ISBN: 978-3-031-21970-2

Falloon, G.W. (2022). The influence of grouping on young students’ learning during coding: An analysis of talk in different group arrangements. In S. Papadakis and M. Kalogiannakis (Eds.), STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Advances in STEM Education Series. Springer. ISBN: 978-981-19-0568-1

Falloon, G.W. (2021). Enacting the vision: One school’s transition to becoming an Innovative Learning Environment. In N. Wright and E. Khoo (Eds.), Pedagogy and Partnerships in New Zealand Innovative Learning Environments (pp. 245-272). Springer. ISBN: 978-981-16-5711-5

Falloon, G.W. (2020). Using Animated Simulations to Support Young Students’ Science Learning. In L. Unsworth (Ed.), Learning from Viewing and Creating Animations in Science Education: Innovative Developments in Semiotic and Educational Research, (pp. 103-130).Springer. ISBN: 978-3-030-56046-1

Falloon, G.W. (2020). New Zealand’s ICT-in-Education Development (1990-2018). In C.K. Looi (Ed.), ICT in Education in Belt and Road Initiative Countries, (pp. 133-148).Springer. ISBN 978-981-15-6156-6

Falloon, G.W. (2020). The Problem of Perception: Challenging students’ views of science and scientists through school-scientist partnerships. In P. Hendricks (Ed.), Science Teaching and Learning: Practices, implementation and challenges, (Education in a Competitive and Globalizing World Series), pp. 67-111. Nova Science. ISBN: 978-1-53617-406-9

Falloon, G.W. (2018). The Pros and Cons of Using Display Capture Technology for Data Collection with Young Children. In N. Kurcikova, J. Roswell and G.W. Falloon (Eds.), The Routledge International Handbook of Learning with Technology in Early Childhood (pp. 30-47), Milton Park: Routledge. ISBN: 978-1-138-30816-9

Kurcikova, N., Rowsell, J. & Falloon, G.W. (2018). Setting the Scene: Introduction. In N. Kurcikova, J. Roswell and G.W. Falloon (Eds.), The Routledge International Handbook of Learning with Technology in Early Childhood (pp. 3-17), Milton Park: Routledge. ISBN: 978-1-138-30816-9

Falloon, G.W. (2016). iPads, Apps and Student Thinking Skill Development.In N. Kurcikova & G.W Falloon (Eds.) Apps, Technology and Younger Learners: International evidence for teaching (pp. 224-239),Milton Park: Routledge. ISBN: 978-1-138-92788-9

Falloon, G.W. (2015). Digital Learning Objects and the Development of Students’ Thinking Skills. In N. Wright & D. Forbes, Digismarts (pp. 41-65). Creative Commons. ISBN: 978-0-473-32972-3.

Falloon, G.W. (2011). Student Engagement with Technology: So, what's it got to do with learning? In

T. Le. & Q. Le (Eds.), Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments (pp. 231-245), Singapore:IGI Global. ISBN: 978-1-613-50074-3.

Falloon, G.W. (2010). Pursuing Possibilities Through Digital Opportunities. In V. Ham & D. Wenmoth (Eds.), eLearnings: Implementing a National Strategy for ICT in Education, 1998-2010 (pp. 107-115). CORE Education. ISBN: 047-3-17758-7

Falloon, G.W. (2006). "Learning digitally" - E-classrooms: Computers looking for a problem to solve? In D. Fisher & M. Khine (Eds.), Contemporary Approaches to Research on Learning Environments: Worldviews (pp. 337-368),World Scientific. ISBN: 978-981-256-511-2

Selby, L., Ryba, K., & Falloon, G.W. (2005). Improving Educational Opportunities through ICT Partnerships. In K. Lai (Ed.), e-Learning Communities: Teaching and learning with the web (pp. 93-111), University of Otago Press. ISBN: 978-187-737-201-8

Refereed journal articles

Jones, M., Geiger, V., Falloon, G.W., Beswick, K., Fraser, S., Holland-Twining, B., & Hatisaru, V. (2024). Learning contexts and visions for STEM in Australian schools. International Journal of Science Education. [Online first] https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2323032

Vale, E & Falloon, G.(2024). Using learning analytics to understand K–12 learner behavior in online video-based learning. Online Learning, 28(1), 44-68. DOI:https://doi.org/10.24059/olj.v28i1.3675

Thomas K.F. Chiu, Garry Falloon, Yanjie Song, Vincent W.L. Wong, Li Zhao, Murod Ismailov (2024), A self-determination theory approach to teacher digital competence development, Computers & Education, Volume 214, https://doi.org/10.1016/j.compedu.2024.105017.

Falloon, G.W. (2023). Investigating pedagogical, technological and school factors underpinning effective ‘critical thinking curricular’ in K-6 education. Thinking Skills and Creativity. [Online first] https://doi.org/10.1016/j.tsc.2023.101447

Falloon, G.W. (2023).An exploration of online Technoliteracy capability teaching and learning in early years Classrooms. Education and Information Technologies [Online first]. DOI: 10.1007/s10639-023-12239-w

Hatisaru, V., Fraser, S., Falloon, G.W., & Clayden, D. (July, 2023). How can STEM education be visualised? The Academic. https://theacademic.com/how-can-stem-education-be-visualised/

Woo, K., & Falloon, G.W. (2023). The search for computer science concepts in coding animated narratives: Tensions and opportunities. Journal of Educational Computing Research. [Online first]. DOI: 10.1177/07356331231174929

Falloon, G.W (2023). Twelve Years of iPads and Apps in Schools: What conditions support effective practices in K-6 classrooms? Frontiers in Education:The Impact of Smart Screen Technologies and Accompanied Apps on Young Children Learning and Developmental Outcomes - Volume 2[Special issue]. doi: 10.3389/feduc.2023.1122522

Hatisaru, V., Falloon, G.W., Seen, A., Fraser, S., Powling, M., & Beswick, K. (2023). Educational leaders epistemic and social relations to STEM education revealed by their drawings and texts. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2023.2170290

Woo, K. & Falloon, G.W. (2022). Problem solved, but how? An exploratory study into middle school students’ problem solving process when coding animated narratives. Thinking Skills and Creativity, 46. https://doi.org/10.1016/j.tsc.2022.101193

Falloon, G.W., Stevenson, M., Hatisaru, V., Hurrell, D., & Boden, M. (2022). Principal leadership and proximal processes in creating STEM ecosystems: An Australian case study. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2022.2094810

Falloon, G.W., Powling, M., Fraser, S., & Hatisaru, V. (2022). Shaping STEM Curriculum in Australian Schools: An Ecological Systems Analysis. Australian Journal of Education, 66(2), 171-195.

Falloon, G.W., Stevenson, M., Beswick, K., Fraser, L., & Geiger, V. (2021). Building STEM in Schools: An Australian Cross-case Analysis [Special Issue]. Educational Technology & Society, 24(4), 19-37.

Yin, Y., Chik, A., Falloon, G.W. (2021). Understanding the Implications of Translanguaging Practices among International Students in Multilingual Cities. Australian Review of Applied Linguistics [Online first]. http://doi.org/10.1075/aral.20070.yin

Hatzigianni, M., Stevenson, M., Falloon, G.W., Bower, M,, & Forbes, A. (2020). Young children’s design thinking skills in makerspaces. International Journal of Child-Computer Interaction, 27. https://doi.org/10.1016/j.ijcci.2020.100216

Falloon, G.W. (2020). From Digital Literacy to Digital Competence: The Teacher Digital Competency (TDC) Framework. Educational Technology Research and Development, 68, 2449-2472.

Falloon, G.W., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding STEM Education: A framework for developing STEM literacy. Journal of Science Education and Technology, 29(3), 368-385.

Hatzigianni, M., Stevenson, M., Bower, M., Falloon, G.W., & Forbes, A. (2020). Children’s views on making and designing. European Early Childhood Education Research Journal, 28, 2.[Special Issue]. 286-300.

Bower, M., Stevenson, M., Forbes, A., Falloon, G.W., & Hatzigianni, M. (2020). Makerspaces pedagogy: Supports and constraints during 3D design and 3D printing activities in primary schools. Educational Media International, 57(1),1-28.https://doi.org/10.1080/09523987.2020.1744845

Falloon, G.W., Forbes, A., Stevenson, M., Bower, M., & Hatzigianni, M. (2020). STEM in the Making? Investigating alignment between STEM education and learning in makerspaces. Research in Science Education, 52(2), 511-537. https://doi.org/10.1007/s11165-020-09949-3

Forbes, A., Falloon, G.W., Stevenson, M., Hatzigianni, M., & Bower, M. (2020). An analysis of the nature of young students’ STEM learning in 3D technology-enhanced Makerspaces. Early Education and Development, 32(1),172-187.https://doi.org/10.1080/10409289.2020.1781325

Falloon, G.W. (2019). From Simulations to Real: Investigating young students’ learning and transfer from simulations to real tasks. British Journal of Educational Technology, 51(3), 778-797.

Falloon, G.W. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135, 138-159.

Stevenson, M., Bower, M., Falloon, G.W, Forbes, A. & Hatzigianni, M. (2019). By Design: Professional learning ecologies to develop primary-school teachers’ makerspaces capabilities. British Journal of Educational Technology, 50(3), 1260-1274.

Kucirkova, N. & Falloon, G.W. (2018). iPad apps and visual methodologies: Empirical and ethical issues in achieving authentic data. ALT-J: Research in Learning Technology, 26 (2018). https://doi.org/10.25304/rlt.v26.2029

Falloon, G.W. (2017). Using apps to scaffold science learning in primary classrooms: Design, pedagogical and curriculum considerations. Journal of Science Education and Technology, 26, 613-628.

Carlyon, T. & Falloon, G.W. (2017). Teacher Transition Between Year Levels: An argument for professional learning. SET: Research Information for Teachers, 2(2017). https://doi.org/10.18296/set.0080

Falloon, G.W. (2017). Exploring student thinking, problem solving and collaboration in iPad-supported learning environments [Online]. New Zealand Council for Educational Research. http://www.tlri.org.nz/tlri-research/research-completed/school-sector/exploring-student-thinking-and-problem-solving-ipad

Adam, A. & Falloon, G.W. (2017). Using qualitative data analysis tools ‘fit for purpose’ for making sense of teacher educators’ use of digital technologies in their pedagogical practices. The Maldives National Journal of Education, 5(1), 63-78.

Falloon, G.W. (2016). Researching students across spaces and places: Capturing digital data ‘on the go’. International Journal of Research and Method in Education, 41(1), 53-68[Special issue: eResearch].

Falloon, G.W. (2016). An analysis of young students’ thinking when completing basic coding tasks using Scratch Jnr. on the iPad. Journal of Computer-Assisted Learning, 32(6). 576-593.

Falloon, G.W., Fenemor, T. & Hales, P. (2016). Learning mathematical concepts and building thinking skills through coding: Experiences from the junior primary school. SET Research Information for Teachers, 1(2016). https://dx.doi.org/10.18296/set.0031 23

Falloon, G. W. (2015). What’s the difference? Learning collaboratively using iPads in conventional classrooms. Computers & Education, 84, 62-77.

Falloon, G. W. (2015). The Science-for-Life partnerships: Does size really matter, and can ICT help? Waikato Journal of Education Special 20th Anniversary Collection, 16(1), 207-219. https://doi.org/10.15663/wje.v16i1.69.

Falloon, G.W., & Khoo, E. (2015). Exploring young students' talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13-28.

Falloon, G.W. (2013). Creating content: Building literacy skills in year 1 students using open format apps. Computers in New Zealand Schools: Learning, Teaching, Technology, 25(1-3), 77-95.

Falloon, G.W. (2013). What's going on behind the screens? Researching young students' learning pathways using iPads. Journal of Computer Assisted Learning, 30(4), 318-336.

Falloon, G.W. (2013). Young students using iPads: App design and content influences on their learning. Computers & Education, 68, 505-521.

Falloon, G.W. (2013). Forging school - scientist partnerships: A case of easier said than done? Journal of Science Education and Technology, 22(1), 858-876. https://doi:10.1007/s10956-013-9435-y

Falloon, G.W. (2012). Using videoconferencing in a school-scientist partnership: students' perceptions and scientists' challenges. ALT-J: Research in Learning Technology, 20(3), 1-18.

Falloon, G.W. & Trewern, A. (2012). Developing school-scientist partnerships: Lessons for scientists from Forests-of-Life. Journal of Science Education and Technology, 22(1), 11-24. https://doi:10.1007/s10956-012-9372-1.

Falloon, G.W. (2012). Inside the virtual classroom: Student perspectives on affordances and limitations. Journal of Open, Flexible and Distance Learning, 16, 108-126.

Falloon, G.W. (2012) e-Science partnerships: Towards a sustainable framework for school-scientist engagement. Journal of Science Education and Technology, 22, 393-401. doi:10.1007/s10956-012-9401-0.

Falloon, G.W. (2012) Key competency development and students’ use of digital learning objects. Computers in New Zealand Schools, 24(2), 156-172.

Falloon, G.W. (2011). Making the connection: Moore's theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal of Research on Technology in Education, 43(2), 187-209. https://doi.org/10.1080/15391523.2011.10782569

Falloon, G.W. (2011). Exploring the virtual classroom: What students need to know (and teachers should consider). Journal of Online Learning and Teaching, 7(4), 439-451. https://jolt.merlot.org/vol7no4/falloon_1211.pdf

Johnson, E. M., Cowie, B., De Lange, W., Falloon, G.W., Hight, C., Khoo, E. (2011). Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato. Australasian Journal of Educational Technology, 27(3), 499-513.

Falloon, G.W. (2011). Developing social presence in the virtual classroom. DE Quarterly, 8, Winter, 9-10.

Falloon, G.W. (2011) The Science-for Life Partnerships: Does size really matter, and can ICT help? Waikato Journal of Education, 16(1), 35-50.

Falloon, G.W. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-123.

Falloon, G.W. (2010). Learning objects and the development of students' key competencies: A New Zealand school experience. Australasian Journal of Educational Technology, 26(5), 626-642.

Melhuish, K. & Falloon, G.W. (2010). Looking to the future: M-learning with the iPad. Computers in New Zealand Schools, 22(3), 1-16.

Pohio, K. & Falloon, G. W. (2010). Deliberate acts of virtual communication: Cellphones as a tool to enhance student learning and engagement. Set: Research Information for Teachers, 3(3), 2-9.

Falloon, G.W., Janson, R. & Janson, A. (2009). Digital learning objects: A need for educational leadership. AGORA, 42(3), 48-53.

Falloon, G.W. & Janson, A. (2008) Towards effective business-education partnerships in ICT: The partners in learning (N.Z.) innovative teacher scholarships project (project MInTS). Computers in New Zealand Schools, 20(1), 36-44.

Falloon, G.W. (2005). Expanding our thinking about ICT: The digital opportunities projects. Computers in New Zealand Schools, 17(2), 30-36.

Falloon, G.W. (2004). Cooperative groupings as an organisational system for computers in the classroom. Computers in New Zealand Schools, 16(1), 31-35.

Falloon, G.W. (2003). Assessing the impact of educational technology (ICT) in the classroom – Broadening our view. Computers in New Zealand Schools, 15(1), 22-27.

Falloon, G.W. (2002). Where information technology meets the Technology Curriculum: A case study from pre-service teacher education. Computers in New Zealand Schools, 13(3), 47-53.

Falloon, G.W. (2001). When ICT meets the technology curriculum: A case study of multimedia development in preservice teacher education. Computers in New Zealand Schools, 5(3).

Falloon, G.W. (1999). Developing exemplary practice: Why are some teachers better at IT than others? Computers in New Zealand Schools, 11(3), 19-25.

Falloon, G.W. (1992). Using Lego and Logo in the Primary Classroom. Computers in New Zealand Schools, 4(1), 26-29.

Refereed Conference Proceedings

Falloon, G.W. & Forbes, A. (2022). What is the Nature of STEM Learning in Junior School Makerspaces? A Cross-case Analysis. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th STEM in Education 2022 Conference [online]. University of Sydney. https://openjournals.library.sydney.edu.au/index.php/STEMEC2022/index

Hatzigianni, M., Falloon, G.W., Cabanag, M. & Rampe, M. (2022). Teaching the history and philosophy of early childhood education with virtual reality. Innovative Practices in Teaching and Learning for Building a Sustainable and Just Society. Crete, Greece.

Bower, M., Stevenson, M., Falloon, G.W., Forbes, A. & Hatzigianni, M. (2018). High impact learning and teaching using 3D design and 3D printing in primary school makerspaces. In D. Bourne and L. Cameron (Eds.), Proceedings of the Australian Council for Computers in Education Conference (pp. 75-88), Sydney, Australia, 2-5 October.

Falloon, G.W. (2018). Seven Years of Research: What We’ve Learned About Young Children and Mobile Devices in Schools. Proceedings of the American Educational Research Association (AERA) Annual Meeting (Online).New York, U.S.A, 13-17 April.https://goo.gl/MrFHBn

Falloon, G.W. (2017). Using apps as digital scaffolds for science learning in the primary school. Proceedings of the New Perspectives in Science Education Conference (pp. 244-250), Florence, Italy, 16-17 March.

Khoo, E., Falloon, G.W., & Nguyen, N. (2016). iPad mediated talk in young children’s learning and exploration of interests. Proceedings of the DEANZ Conference (pp. 163-167), Hamilton, New Zealand. 17-20 April.

Falloon, G.W. (2015). Building computational thinking through programming in K-6 education: A New Zealand Experience. In the EDULEARN ’15. proceedings (pp. 882-892). Barcelona, Spain. July 6-8.

Khoo, E. & Falloon, G.W. (2014). “Remember your swipy finger?” Understanding iPad mediated talk in young children’s learning and exploration. AARE-NZARE 2014 Conference, Australia. 30 Nov–4 Dec.

Falloon, G.W. (2014). iPads in the primary school: Emerging findings from research. In Australian Computers in Education Conference: Now it's Personal Conference Proceedings (pp. 108-121). Adelaide, Australia: Australian Council for Computers in Education.

Falloon, G.W. (2012). Challenges to establishing school-scientist partnerships in the 21st century: case studies from New Zealand. In Si Fan, Quynh Le, Thao Le & Yun Yue (ed/s) International Conference: Innovative Research in a Changing and Challenging World, 1-21. Australian Multicultural Interaction Institute (AMII), Phuket, Thailand; 16-18 May.

Hearns, M., Diener, S., Honey, M., Cockeram, J., Parsons, D., Champion, E., Schott, G., Falloon, G. W., Thompson, D., Bell, T., Grimley, M., Green, R., Cochrane, T., Davis, N., Morrow, D., Corder, D., U-Mackey, A., Clear, T., Philpott, A., Davies, R., Loke, S. K., Atkins, C. & Gregory, S. (2011). He ara hou ka t? mai: NZ institutions of higher learning unpacking demands and facilitating change. Ascilite 2011: Changing Demands, Changing Directions, 1-6. Hobart, Tasmania, Australia; 4-7 December.

Falloon, G.W, Janson, A. & Janson, R. (2007). Digital learning objects: Towards an understanding of their value in supporting key competencies within the New Zealand Curriculum framework. ACT on ICT, Proceedings of the Australian Council for Computers in Education Conference, 77-90. ACCE, Canberra, Australia; 30 September-2 October.

Falloon, G.W. (2006). Exploring the potential: What works and what doesn't with Digital Learning Objects (DLOs) - The Microsoft Partners in Learning (N.Z.) - Project MiLO. Proceedings of the 3rd International Conference on Educational Technology, 32-48.Singapore Expo, Singapore; 7-8 September.

Falloon, G.W. (2006). Towards effective business-education partnerships in ICT: The Partners in Learning (N.Z.) Innovative Teacher Scholarship Project (Project MiNTS). Proceedings of the 3rd International Conference on Educational Technology, 1-12.Singapore Expo, Singapore; 7-8 September.

Falloon, G.W. (2005). The Digital Classroom: Key findings from a study into teacher and student work practices in a digitally-dominated environment. Proceedings of the 4th International Conference on Science, Mathematics and Technology Education, 62-77. Victoria: British Columbia.

Falloon G.W., & McCarthy, C.M. (2005). Getting the balance right: The Community Technicians’ Project. Proceedings of the 4th International Conference on Researching Work and Learning, 8-19. Sydney.

Commissioned Reports

Chik, A., Benson, P., Parr, N. & Falloon, GW. (2021). What are languages worth? Community languages for the future of New South Wales (2nd Ed). Report to The NSW Federation of Community Language Schools. Sydney, NSW: Multilingual Sydney. ISBN: 978-0-6485400-0-7

Chik, A., Benson, P., Forrest J. & Falloon, GW. (2019). What are languages worth? Community languages for the future of New South Wales. Report to The NSW Federation of Community Language Schools. Sydney, NSW: Multilingual Sydney. ISBN: 978-0-6485400-0-7

Bower, M., Stevenson, M., Falloon, G.W., Forbes, A. & Hatzigianni, M. (2018). Makerspaces in Primary School Settings, 1-282. Commissioned project evaluation report prepared for the NSW Department of Education: NSW, Australia. https://primarymakers.com/

Buntting, C., MacIntyre, B., Falloon, G.W, Cosslett, G., & Forret, M. (2012). Science in the New Zealand Curriculum e-in-science. Commissioned report prepared for the Ministry of Education. Ministry of Education. https://www.waikato.ac.nz/__data/assets/pdf_file/0006/155688/e-in-science_December-2012-1.pdf

Falloon, G.W. & Barnard, T. (2010). International partnerships in science-education: Potential for Chilean-New Zealand interactions, 1-7. Wellington: The Ministry for the Environment. Scion Scientific Report #47417.

Dunningham, A., Falloon, G.W., & Barnard, T. (2010). Science-for-Life - Fulfilling potential: Programme description document, 1-55. Wellington: Ministry of Research, Science and Technology). Scion Scientific Report #47029.

Falloon, G.W. (2009). Establishing a school-scientist partnership in the primary school: Findings from the Lynmore SSP. Scion Scientific Report #48294.

Falloon, G.W. (2009). A study of a Crown Research Institute (CRI) - school interaction: The Newstead experience, 1-24. Scion Scientific Report #48295.

Falloon, G.W. (2008). A review of literature for the Science-for-Life project, 1-83. Scion Scientific Report #46876.

Falloon, G.W. (2007). An evaluation/impact study of the second phase of the Microsoft Digital Learning Object Project, 1-47. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2007). Microsoft New Zealand's Partners in Learning: Impact Study. Project MiLO2, 1-53. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2006). An evaluation of the Microsoft Innovative Teacher Scholarship Project: Cycle 1, 1-79. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2006). An evaluation of the Microsoft Partners in Learning (PiL) New Zealand initiative, 1-89. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2006). An evaluation of the Microsoft Partners in Learning (PiL) New Zealand Initiative: Project Baseline Report, 1-47. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2006). An evaluation of the first phase of the Microsoft Digital Learning Object Project, 1-65. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2006). Exploring the Potential: What works and what doesn't with digital learning objects (DLOs), 1-16. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2006). MInTS cycle two: Participant profile report, 1-39. Commissioned report to Microsoft New Zealand Ltd [available on request].

Falloon, G.W. (2006). The Microsoft Innovative Teacher Scholarship Project: Cycle two evaluation research, 1-74. Commissioned report to Microsoft New Zealand Ltd [available on request].

Conference Presentations

Falloon, G.W. (2023). Rethinking Digital Literacy: Toward a Holistic Digital Competency Framework for Teachers. Contact Nord Webinar Series (Ontario, Canada). https://teachonline.ca/webinar/rethinking-digital-literacy-toward-holistic-digital-competency-framework-teachers

Falloon, G.W. (2022, invited). From digital literacy to digital competence. The VNIES-UNICEF International Conference on Educational Technologies: Towards a sustainable future. Hanoi. 10 March 2022.

Falloon, G.W (2022, invited). Digital Competencies for Information Literacy. The UNESCO Information for all Program. Roundtable presentation hosted by Universiti Malaysia Pahang. March 8, 2022.

Falloon, G.W. (2020, invited). Building digital competence from digital literacy. The Critical Literacy Project Webinar Series. The Commonwealth of Learning. (A Commonwealth Heads of Government initiative), 24 September, 2020.

Falloon, G.W. (2020, invited). Exploring technologies and distance learning strategies for tertiary education. FutureEd Tertiary Remote Learning Webinar Series, 10 June, 2020.

Falloon, G.W. (2020, invited). Promoting ‘blended models’: Navigating digital literacy in distance learning environments. FutureEd Primary Remote Learning Webinar Series, 27 May, 2020.

Falloon, G.W. (2019, invited). Integration of future-focused skills in school curriculum. DICE Indian Teachers Delegation Workshop, Macquarie University, April 1, 2019.

Falloon, G.W. (2018). Using animated simulations to support young students’ science learning. Learning from Viewing and Creating Animations in School Science Symposium, Institute for Learning Sciences and Teacher Education, ACU, North Sydney. November 29, 2018.

Falloon, G.W. (2017). Using Virtual Manipulative (VM) Apps to Develop Basic Circuit-building Procedural and Conceptual Knowledge in Young Children. Createworld 2017, Griffith University, Brisbane, Queensland, 29 November.

Falloon, G.W. (2016). Coding and thinking skill development in the primary school. Createworld 2016, Griffith University, Brisbane, Queensland, 8 December.

Falloon, G.W. (2016). Using digital scaffolds for learning science in the primary school. TEMS Spring Seminar Series, University of Waikato, Hamilton, November 16.

Falloon G.W., Mangino, L., Lelieveld, M., Fenemor, T & Hale, P. (2016). Building thinking and mathematics capabilities through coding in the primary school. ULEARN 16 Annual Educators’ Conference, Energy Events Centre, Rotorua, 7 October.

Falloon, G.W., Mangino, L. & Lelieveld, M. (2015). Exploring Student Thinking in iPad-Supported Learning Environments. Digital Learning Symposium, The University of Waikato, 18 June.

Falloon, G.W. (2015). Building computational thinking through programming in K-6 education: A New Zealand Experience. EDULEARN ’15. Barcelona, Spain: July 6-8.

Falloon, G.W., & Kanji, N. (2015). Adobe Connect in Online Teaching. WCELfest15. Hamilton, University of Waikato. 12 Feb.

Falloon. G.W. (2014). Taking to the Tablet: Researching learning with and through iPads. Australian Computers in Education Conference: Now it's Personal Conference. Adelaide, Australia; 3 December.

Falloon, G.W. (2014). Learning with and through iPads: Emerging findings from research. Te Toi Tupu Mathematics Hui. National Library, Parnell. 9 Dec.

Falloon, G.W. (2013). Tracking young students' learning pathways using iPads: Knowledge, response and App influences. Athens Institute for Education and Research Annual Conference on Education. Athens, Greece; 6 July.

Falloon, G.W. (2012, invited). Challenges to establishing school-scientist partnerships in the 21st Century case studies from New Zealand. International Conference: Innovative Research in a Changing and Challenging World (IRCCW). Phuket, Thailand; 16-18 May.

Falloon, G.W. (2012). 'm-Apping’ in the junior primary school: Better designs through productive partnerships. In mLearning Day. Conference held at University of Waikato, Hamilton, New Zealand

Falloon, G.W., & Fenemor, T. (2012). An exploratory study on the use of digital tablet technologies in the junior school. In mLearning Day. Conference held at University of Waikato, Hamilton, New Zealand.

Falloon, G.W. (2012) Inside the virtual classroom: Student perspectives on affordances and limitations. DEANZ 2012. Wellington, New Zealand; 11-13 April.

Falloon, G.W. (2010). Developing connections: The virtual classroom as a tool for interaction and dialogue. mLearning Day. Faculty of Education, University of Waikato, New Zealand; 7 July.

Johnson, E. M., Cowie, B., Hight, C., De Lange, W., Falloon, G.W. & Strang, P. (2010). Innovations online: Cross-discipline studies of new approaches to eLearning. WCeLFest 2010. University of Waikato, Hamilton, New Zealand; 4 February.

Johnson, E. M., Cowie, B., Hight, C., De Lange, W., Falloon, G.W., & Strang, P. (2010). Cross-discipline approaches to pedagogical change in technology-supported tertiary teaching. DEANZ Conference 2010. Wellington, New Zealand; 25-28 April.

Keynote Addresses

Falloon, G.W. (2023). Start them young: Investigating young children’s digital capabilities. Innovation Breakfast: National Science Week keynote. Morwell Innovation Centre, 16 August.

Falloon, G.W. (November, 13, 2023). Building digital competence in a university setting: Experiences from the Macquarie University Teacher Digital Competency (TDC) project. Chinese University of Hong Kong International Academic Presentation Series. CUHK.

Falloon, G.W. & Vale, E. (2021). From Digital Literacy to Digital Competence: Expanding our view of educator proficiencies in an era of rapidly changing digital landscapes. AUN-TEPL ASEAN Symposium. Mahidol University, Bangkok. November 12.

Falloon, G.W. (2021). Exploring interactive simulations to help young students learn basic science concepts: A classroom investigation into simple circuit building. NSW Teachers’ Guild Biannual meeting. Concorde, NSW, 4 May.

Falloon, G. W. (2020). Building Innovative, Future-Focused Learning Environments: Reflections from Research and Practice. Australian College of Educators Biannual Conference, North Ryde. N.S.W, 16 March (online).

Falloon, G.W. (2019). Teachers and teaching in mobile device-supported classrooms: Evidence from research (2011-2018). Learning with Digital Technologies in the Classroom. New South Wales Teachers’ Guild Conference, Trinity Grammar School, 12 September.

Falloon, G.W. (2016). Learning with mobile technologies in the primary school. 3rd Anniversary Reciprocal Learning in Teacher Education and School Education Conference, Southwest University, Chongqing, China. 17-19 April.

Falloon, G.W. (2015). Digital technologies in education research: Challenges and opportunities. TLRI National Symposium, June 18, Waikato University.

Falloon, G.W. (2015). Touching the surface: Emerging findings from research on students using iPads for learning. Future Focused Schools Conference. January, UNITEC, Auckland.

Bolstad, R., & Falloon, G.W (2013). What's next? - future oriented learning. In eT4e - Edtech for Export. Conference held at Te Papa, Wellington, New Zealand.

Falloon, G.W. (2013). Exploring iPads in the primary classroom: What we’ve found so far. Waikato Principals’ Association Annual Conference. Conference held at the Kingsgate Hotel, Hamilton. 24 October.

Falloon, G.W. (2013). Learner engagement and technology: So, what's it got to do with teachers, then? Learning, Teaching and Research Conference. Conference held at Waiariki Institute of Technology, New Zealand.

Falloon, G.W. (2010). Talking with Teachers: Engaging with schools in science. The Crown Research Institute Annual Conference. Rotorua.

Falloon, G.W. (2010). Creativity and ICT Innovation. EdTalks. TePapa, Wellington.

Falloon. G.W. (2005). Plotting your future: ICT, schools and businesses. The National Education Centre Conference. Waitangi.

Falloon, G.W. (2004). Opening your mind: Challenges from ICTPD. Northern Wairoa ICTPD cluster. Dargaville.

Falloon, G.W. (2003). Hands Across the Water. The Wellington Secondary Schools’ Lead School ICT Conference. Wellington.

Falloon, G.W. (2002). Integrating ICT with the Technology Curriculum. Navcon: The Australia and New Zealand ICT Beacon Schools Conference. Melbourne.

Falloon, G.W. (2000). What makes some teachers better at IT than others? Innovations for Tomorrow: Compaq Computer National Conference. Auckland.

Selected Grants and Other Funding

2023-2025- Games-based Professional Learning for Early Education and Care Educators. Chatham, E., Falloon, G.W.; Brandenburg, R., & McLauchlan, C. Victoria Department of Education $A1,400,000

2022-2024- The Accelerated Master of Teaching program. Dutton, J., Wilson, K., Ryan, M., Hay, I., Cavanagh, M., De Nobile, J., Hadley, F., Falloon, G.W., Chu, H-E., Caldis, S. NSW Department of Education. $A1,099,496.

2021-2023- Australian curriculum (EYLF) in Chinese preschools: Educators’ attitudes and practices relating to the concepts of play-based approach and intentional teaching. Degotardi, S., Falloon, G.W., & Dong, C. Genius Education North Ryde NSW ($A22,500)

2020- Improving Online Teaching and Learning: A program for academics (online). Falloon, G.W., Torrington, J., Miles, B., Stevenson, M., Remesh, G., Vlachopoulos, P., Spence, N., Bruce, B., & Hillier, M. ($A102,000).

2019-The Mahidol Excellence in Tertiary Teaching and Learning Program. Falloon, G.W., Cavangah, M., Forbes, A & Moloney, R. ($A161,000);

2018-23-ARC Discovery Project. Coding Animated Narratives as Contemporary Multimodal Authorship in Schools. Unsworth, L., Mills, K., Falloon, G.W. & Burns, A. ($A442.609.00);

2018-20- Developing Teachers and Students Science Capital and intercultural understanding via STEAM education. Chu, H.E., Falloon, G.W., Cavanagh, M., Harrison, N., Jamie, J., Pask, H et al. (Department of Foreign Affairs and Trade,  $32,000);

2018-22- Mobile Virtual Reality Resource for School and University Based Research. MQ Research Infrastructure Scheme. Parilla, R., Falloon, G.W., Ryan, M. & Loban, R. ($A98,420);

2018-21- Principals as STEM Leaders Australian Federal Government Contract (PASL). CI for PASL NSW (led by The University of Tasmania, Australian Dept. of Education, $A2.4m) MQ allocation, $A177,000;

2018-19- Community Languages for the Future of New South Wales.Chik, A., Benson, P., Falloon, G.W., & Forrest, J. (NSW Federation of Community Language Schools, $A75,000);

2018-19- The Professional Digital Competencies Projects. (Macquarie University Strategic Teaching and Learning Partnership Fund, $A150,000);

2017-18- Pedagogical Optimisation of Maker Activities Using 3D Technology. Bower, M., Stevenson, M., Falloon, G.W., Forbes, A., & Hatzigianni, M. (Austrade Grant, $A110,000)

2017-18- Macquarie Research Group Startup Grant ($A12,000);

2017- Unlocking Curious Minds: ROBOSHOPS2 robotics and coding workshops for schools. (NZ Ministry of Business, Innovation and Employment, $NZ90,000);

2016- Unlocking Curious Minds: ROBOSHOPS robotics and coding workshops for schools. (NZ Ministry of Business, Innovation and Employment, $NZ34,000);

2015-2017- Principal Investigator for Exploring Student Thinking and Problem Solving in iPad-supported Learning Environments (Teaching and Learning Research Initiative, $NZ130,000);