In this episode Natalie McMaster speaks with Dr Juliana Peloche, Senior Learning Advisor and AI researcher, about her unique journey into the world of artificial intelligence in education.

In this podcast Juliana discusses the importance of AI literacy—not only for students, but for academics who are often underprepared to guide AI use in classrooms. She emphasizes the need for cross-sector collaboration, referencing hybrid forums and stakeholder engagement as essential for meaningful progress in the AI and education space.

As a strong advocate for gender equity, Juliana reflects on the continued underrepresentation of women in AI development and policy conversations. She shares candid observations from her research and professional experience, offering thoughtful insights on how women’s voices—and their absence—are shaping AI futures.

This episode is a must-listen for educators, researchers, and policymakers navigating the fast-evolving intersection of AI, learning, and equity. Juliana’s story is both inspiring and grounding, offering a practical yet hopeful roadmap for those committed to building more inclusive digital education landscapes.

Resources

2025 EDUCAUSE Horizon Report | Teaching and Learning Edition | EDUCAUSE Library

This is little about Polycrisis through the lenses of an Australian I admire: Talks

Please, please! Let's avoid the calculator analogy now - EduResearch Matters

Technical Democracy - Conference Presentations (hybrid forums presentation from Simon Buckingham-Shaw)

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In this episode, we sit down with Dr. Michael J. Henderson, a former electrical engineer turned educator whose lifelong fascination with technology began with a crystal radio set and evolved into a career spanning decades of innovation, education, and digital transformation. From early computing in the 1970s to current explorations with AI and data analytics in education, Michael shares how informal learning, hands-on experimentation, and technological curiosity have shaped his teaching and learning practices. Join us as we explore what it means to be ‘technologically agnostic,’ the role of AI in higher education, and the importance of developing system thinking and self-directed learning in a digital world.

Interviewer is: Dr Elham(Ellie) Manzari (She/her), Lecturer, Monash University
School of Curriculum, Teaching and Inclusive Education | Faculty of Education.

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This episode focuses on how Augmented Reality (AR) and Virtual Reality (VR) are being used innovatively in primary school classrooms to enhance teaching, learning, and assessment. Niamh shares practical examples where these technologies have created immersive, interactive environments that support student understanding and engagement, particularly in subjects such as science, geography, and mathematics.

The episode highlights the benefits of using AR and VR for formative and summative assessment, allowing teachers to observe how students apply knowledge in simulated or enhanced real-world contexts. These tools enable new ways of capturing learning evidence—beyond traditional paper-based methods—by focusing on student thinking, collaboration, and problem-solving.

Strategies for implementing AR and VR meaningfully in primary settings are addressed, with a focus on equity and sustainability.

Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), https://doi.org/10.1016/j.ssaho.2023.100532

Hui, J., Zhou, Y., Oubibi, M., Di, W., Zhang, L., & Zhang, S. (2022). Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools. Sustainability, 14(3), 1246. https://doi.org/10.3390/su14031246

Laine, J., Korhonen, T., & Hakkarainen, K. (2023). Primary school students’ experiences of immersive virtual reality use in the classroom. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2196896

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