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A/Prof. Julianne Lynch



Associate Professor of Education (Pedagogy and Curriculum)


Faculty of Arts and Education


SoE Arts & Ed


Warrnambool Campus


Doctor of Philosophy, La Trobe University, 2001
Master of Arts, Monash University, 1994
Bachelor of Education, Deakin University, 1992


Dr Julianne Lynch is an Associate Professor in curriculum and pedagogy at Deakin University, Australia, where she has worked since 2002. Previous to taking up this role at Deakin, she worked as a Senior Research Fellow in the Faculty of Information Technology at Monsh University, and completed a PhD in educational technology at La Trobe University.

Julianne's teaching interests include: educational technology, the Technologies curriculum, STEM pedagogies, and innovations and change in curriculum, assessment and pedagogy. She leads the Minor Thesis and Research Paper units in the School of Education research pathways.

Julianne's research focuses on curriculum innovation and new technologies. To support new approaches to using technologies in formal education and professional practice, she draws on ethnographic methods and socio-material theories of practice to inquire of, and to theorise, everyday technology practices. Her research is trans-disclipinary, spanning traditional subject areas. She has led and supervised projects in school education, vociational education, higher education and community settings. 

Read more on Julianne's profile

Research interests

Julianne's research focuses on curriculum innovation, with a particular emphasis on the interface between new digital technologies and the institutions of formal education. I draw on ethnographic methods and socio-cultural theories of practice to inquire of and theorise new practices, and to investigate opportunities for developing new pedagogies and improving inclusion of, and outcomes for, disadvantaged and marginalized learners. Her work has produced transdisciplinary frameworks for rethinking the curricularisation of everyday technology practice and for better affirming and supporting teacher- and student-led innovation. The transdisciplinary nature of her research brings relevance to diverse subjects (e.g., mathematics, literacy, history, science, civics). Previous and current projects have involved:

  • Innovative pedagogies; digital pedagogies; STEM pedagogies
  • Curriculum innovation, school change and teacher professional learning
  • Practice theory, professional practice and everyday practice (particular in relation to new technologies and emergent practice)
  • Technological practice; online learning; place-based learning with mobile technologies
  • Understanding and affirming marginalized practices; social inclusion of marginalised learners; everyday technological practices as a source of innovation for inclusion 

Julianne has published in Curriculum Inquiry, Environmental Education Research, The Asia-Pacific Journal of Teacher Education, The Journal of Higher Education Policy & Management, The Mathematics Education Research Journal, The Journal of Information Technology Education, Studies in Media and Information Literacy Education, The Australian Journal of Language and Literacy and Critical Studies in Education. Her 2014 article in The Journal of Early Childhood Literacy on teacher practice with mobile technologies is noted by SAGE Publishing as ‘highly read’. She is lead editor on a 2017 collection with Routledge: Practice theory and education: Diffractive readings in professional practice. Reviews of this book can be found at:

Knowledge areas

  • Curriculum innovation
  • Educational technology
  • Teacher practice and teacher professional learning
  • School innovation and change
  • Practice theory; sociomaterial understandings of practice
  • STEM pedagogies
  • Technology and design (curriculum and pedagogy)

Media appearances

02 June 2016, Familiar landmarks recreated with flair:

30 August 2013 Warrnambool tertiary-primary partnership earns science award:

26 July 2013 Hold the phone: I can hear university calling:

3 July 2013 Past meets present on the techno-trail:

29 April 2013 Warrnambool East Primary School science up for top award:

22 February 2013, 'Governor keen to return to Warrnambool as a tourist':

Article in the Warrnambool Standard, 9 February 2013, 'Fishing for our future scientists':

Article in the Warrnambool Extra, 27 March 2012, 'School fostering future scientists'

Article in the Warrnambool Standard, 26 December 2011, 'Warrnambool school leads the way':

Article in the Warrnambool Standard, 8 August 2011 Picture this: School students get a new image of life at uni

Article in the Warrnambool Standard, 2 February 2011 Learning how to think:


Current Projects

  • Kids Teaching Teachers Digital Technology, 2019-2021, DATA#3, Lynch, Aranda & Hill
  • Inspiring Young Marine Science Experts - Stewards of Swan Bay, 2018-2020, Port Phillip Bay Fund, Bellgrove, Lynch & Matthews
  • Evaluation of NISA project: Supporting implementation of Digital Technologies Curriculum, 2017-2020, ACARA,Lynch, O’Mara, Cloonan & Auld, 

Recent Project

  • Virtual Reality and civics education, 2017, Faculty of Arts & Education, Community Partnerships Grant, King & Lynch
  • Crafting Community: Exploring Public Spaces with Minecraft, 2015-2016, Faculty of Arts & Education Community Partnerships Grant, Lynch & King
  • Fluker Post Schools Project, Telematics Trust 2014-2015, Fluker, Augar & Lynch
  • A techno-historical trail of Peek Whuurong historical sites created by local students, Telematics Trust 2013-2014, Lynch & Redpath
  • Teaching science to diverse learners: Responses to the Australian Curriculum, CREFI RDG 2014, Herbert & Lynch
  • Teachers’ uses of mobile touch-screen devices in early primary school, DEAKIN CRG 2014, Lynch & O'Mara
  • iPreps: Supporting early years' literacy learning with iPods and iPads, School of Education 2010-2012, Lynch & Redpath
  • Academic skills and mentoring program (, DUPPP, 2011-2013, Lynch & Walker-Gibbs
  • Supporting educational achievement and aspiration through 'real' science in a low SES primary school (Inspiring Young Scientists), DUPPP 2012-2014, Lynch, Herbert & Redpath
  • Leading curriculum change, AITSL 2012, Doecke et al


Filter by


Transcending networks' boundaries: losses and displacements at the contact zone between English and Hebrew

J Lynch, Efrat Eilam

(2018), Vol. 2018, pp. 185-204, International journal of the sociology of language, Berlin, Germany, C1


Community-based environmental monitoring goes to school: translations, detours and escapes

J Lynch, E Eilam, M Fluker, N Augar

(2017), Vol. 23, pp. 708-721, Environmental education research, Abingdon, Eng., C1


Michel de Certeau: research writing as an everyday practice

J Lynch, K Greaves

(2017), pp. 55-70, Practice Theory and Education: Diffractive readings in professional practice, Abingdon, Eng., B1


The temptations and failings of teacher effectiveness research: provocations of a 'practice perspective'

A Skourdoumbis, J Lynch

(2017), pp. 263-279, Practice theory and education: diffractive readings in professional practice, Abingdon, Eng., B1


Introduction: diffractive readings in practice theory

J Lynch, J Rowlands, T Gale, A Skourdoumbis

(2017), pp. 1-20, Practice theory and education: diffractive readings in professional practice, Abingdon, Eng., B1


Classroom animals provide more than just science education

E Herbert, J Lynch

(2017), Vol. 26, pp. 107-123, Science and education, Amsterdam, Netherlands, C1


Theorising teacher practice with technology: implications for teacher education research

J Lynch

(2017), pp. 741-752, A companion to research in teacher education, Singapore, B1


'Chinuch Mashlim'-losses and displacements at the contact zone between English and Hebrew: transcending monolingual boundaries

E Eilam, J Lynch, K Sadler

(2017), Vol. 7, pp. 1-9, Education sciences, Basel, Switzerland, C1


The complexity of teaching internet inquiry with iPads in the early years

J Lynch

(2017), Vol. 40, pp. 186-198, Australian journal of language and literacy, Bedford Park, S. Aust., C1


Affirming irregular spaces in a school-wide curriculum initiative: a place for the animals

J Lynch, S Herbert

(2015), Vol. 45, pp. 285-303, Curriculum inquiry, London, Eng., C1


Researching with heart in ed-tech: what opportunities does the socially indeterminate character of technical artefacts open up for affirming emergent and marginalized practices?

J Lynch

(2015), pp. 141-161, Critical perspectives on technology and education, New York, N. Y., B1


Moving beyond a 'bums-on-seats' analysis of progress towards widening participation: reflections on the context, design and evaluation of an Australian government-funded mentoring programme

J Lynch, B Walker-Gibbs, S Herbert

(2015), Vol. 37, pp. 144-158, Journal of higher education policy and management, London, Eng., C1


Growing a primary science specialism: assembling people, places, materials and ideas

J Lynch, N Frankel, K McCarthy, L Sharp

(2015), Vol. 61, pp. 47-55, Teaching science, Deakin, ACT, C1


Techno-literacy and blogging within a formal higher education setting

E Arenas, J Lynch

(2015), Vol. 14, pp. 409-422, International journal on e-learning, Chesapeake, Va., C1


Smart technologies in early years literacy education: a meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom

J Lynch, T Redpath

(2014), Vol. 14, pp. 147-174, Journal of early childhood literacy, London, England, C1


Pedagogical principles for the design of virtual learning spaces in higher education

E Arenas, J Lynch

(2013), pp. 26-36, HERDSA 2013 : The place of learning and teaching : Proceedings of the Higher Education Research and Development Society of Australasia 2013 Conference, Auckland, New Zealand, E1


Techno-literacy and learning in blended, multicultural course environments

E Arenas, J Lynch

(2012), pp. 1-10, E-Learn 2012 : Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Montral, Qubec, E1


Is the lecturer in the room? a study of student satisfaction with online discussions in practical legal training

K Greaves, J Lynch

(2012), Vol. 22, pp. 147-175, Legal education review, Sydney, N.S.W., C1


The continued underrepresentation of girls in post-compulsory information technology courses : a direct challenge to teacher education

L Rowan, J Lynch

(2011), Vol. 39, pp. 83-95, Asia-Pacific journal of teacher education, Melbourne, Vic., C1


Declining participation in computing education : an Australia perspective on the 'gender and lT' problem

J Lynch

(2009), pp. 1-12, Journal for computing teachers, Eugene, Or., C1


Introduction: exploring the gender and IT problem and possible ways forward

J Lynch

(2007), pp. 1-26, Gender and IT: ongoing challenges for computing and information technology education in Australian secondary schools, Altona, Vic, B1


Construction of gender in computer magazine advertisements : confronting the literature

N Johnson, L Rowan, J Lynch

(2006), Vol. 6, pp. 1-5, Studies in media & information literacy education : SIMILE, Toronto, Canada, C1


Assessing effects of technology usage on mathematics learning

J Lynch

(2006), Vol. 18, pp. 29-43, Mathematics education research journal, Sydney, N.S.W., C1


Individual and organisational factors influencing academics` decisions to pursue the scholarship and teaching of ICT

J Lynch, J Sheard, A Carbone, F Collins

(2005), Vol. 4, pp. 219-236, Journal of information technology education, Santa Rosa, Calif., C1


Change happens: acceptance of 'impermanence' and 'flow' in teachers' professional reflections on technology and change

R Johnson, J Lynch

(2004), pp. 1-14, AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, Melbourne, Victoria, E1


Promoting innovation in university teaching against the tide of centralised control and institutional risk avoidance

J Lynch

(2003), pp. 1-13, Educational research, risks and dilemmas: NZARE AARE conference proceedings 2003, Auckland, N.Z., E1


Accommodating learner diversity in web-based learning environments: imperatives for future developments

J Sheard, J Lynch

(2003), Vol. 16, pp. 243-260, International journal of computer processing of oriental languages, Singapore, Hong Kong, C1


Challenges of web-based learning environments: are we student-centred enuf?

J Sheard, J Lynch

(2003), pp. 1-11, ICWL 2003 : Advances in Web-based learning : second international conference, Melbourne, Australia, August 18-20, 2003 : proceedings, Melbourne, Victoria, E1


The scholarship of teaching: risky business in ICT education

J Lynch, J Sheard, A Carbone, F Collins

(2002), pp. 1-17, AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers, Brisbane, Queensland, E1


What can we learn from McLuhan? Electronic communication technologies and the future of schooling

J Lynch

(2002), pp. 1-16, AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers, Brisbane, Queensland, E1


Funded Projects at Deakin

Australian Competitive Grants

From high school to higher education: Gendered pathways in information, communication and computer technology education

Ms Margaret Vickers, Prof Toni Downes, A/Prof Julianne Lynch, Dr Carol Reid, Dr Catherine Harris-Hart, Dr Leonie Rowan

ARC Linkage - Projects Rnd 1

  • 2007: $31,958
  • 2006: $31,905

Other Public Sector Funding

Evaluation of NISA project: Supporting implementation of Digital Technologies Curriculum

A/Prof Julianne Lynch, A/Prof Joanne O'Mara, A/Prof Anne Cloonan, Dr Glenn Auld, Dr Thomas Apperley

  • 2019: $22,500
  • 2018: $22,500
  • 2017: $5,000

Inspiring Young Marine Science Experts - Stewards of Swan Bay

Ms Nicole Sadler, Dr Alecia Bellgrove, A/Prof Julianne Lynch, Dr Ty Matthews, Dr Prue Francis, A/Prof Julie Mondon

  • 2019: $13,356
  • 2018: $18,115

Industry and Other Funding

Evaluation of the Professional Learning Flagship Program: Leading Curriculum Change

Prof Brenton Doecke, Prof Julianne Moss, A/Prof Anne Cloonan, A/Prof Julianne Lynch, A/Prof Joanne O'Mara

  • 2012: $47,117

A techno-historical trail of Peek Whuurong historical sites created by local students

A/Prof Julianne Lynch, Ms Terri Redpath

  • 2013: $28,529

Website for the Fluker Post Schools Project

Dr Martin Fluker, A/Prof Julianne Lynch

  • 2015: $10,000


Principal Supervisor

Kris Greaves

Thesis entitled: Australian PLT Practitioners¿ Engagements with Scholarship of Teaching and Learning

Doctor of Philosophy (Education), School of Education


Edilson Arenas

Thesis entitled: Blended Learning in a Higher Education Multicultural Environment

Doctor of Philosophy (Education), School of Education

Associate Supervisor

Soraya Fooladi

Thesis entitled: Factors influencing students' choice of mathematics at university

Doctor of Philosophy (Education), School of Education


Ailsa Haxell

Thesis entitled: Enactments of Change: Becoming Textually Active at Youthline NZ

Doctor of Philosophy (Education), School of Education


Safiah Sidek

Thesis entitled: Varieties of Blended Learning Pedagogy in Australian and Malaysian Universities

Doctor of Philosophy (Education), School of Education


Nicola Frances Johnson

Thesis entitled: Teenage Technological Experts: Bourdieu and the Performance of Expertise

Doctor of Philosophy (Education), School of Education


Suzanne Riverin

Thesis entitled: Effects on On-line Professional Collaboration on Teaching Practice

Doctor of Philosophy (Education), School of Education