Welcome to my website

I am a Senior Lecturer and Research Fellow in the College of Arts and Education at Victoria University, Victoria Australia. My research interests are in digital learning and leadership, education policy, and teachers' workplace, consumer and human rights. I have worked in education for the past 20 years, as a classroom teacher, and course leader in Government and non-Government sectors, TAFE and Higher Education. Most recently I have been working as a teacher educator and educational researcher.

This website provides a means for me to share my work with teachers and educators, prospective research students, and the general education community. Much of my published work is available here, alongside a range of resources that you might find useful.

Selected work

Since 2019, I have published various journal articles and book chapters, and presented at various conference nationally and internationally. I have also written various media articles. In this website, I have included links to my work where possible. If there is anything your would like to read and cannot get access to, please contact me.

My research and associated publications fit within three broad areas: Impacts and Implications of Digital learning and Leadership, Education policy and Pedagogy and Practice

Impacts and Implications of Digital Learning and Leadership

Arantes, J. A. (2019). Equity Implications of Predictive Analytics in K-12 Classrooms. Ubiquitous Learning: An International Journal, 12(2), 63-84. https://doi.org/10.18848/1835-9795/CGP/v12i02/63-84

Arantes, J. (2021). Learning Analytics at scale: collaborative or commercialized? International Journal of Technologies in Education, 29(1), 17-33. https://doi.org/doi:10.18848/2327-0144/CGP/v29i01/17-33

Arantes, J.A. (2021) The Servitization of Australian K-12 Educational Settings. Postdigit Sci Educ 3, 491–519 . https://doi.org/10.1007/s42438-019-00097-0

Arantes, J., & Buchanan, R. (2022). Educational data advocates: emerging forms of teacher agency in postdigital classrooms. Learning, Media and Technology, 1-21. https://doi.org/10.1080/17439884.2022.2087084

Educational Policy

Arantes, J. (2021). The ‘Postdigital Teacher Identities’ Praxis: a Discussion Paper. Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00271-3

Arantes, J. A. (2022). eMorpheus: The unconscious human labour of producing commercial data in educational settings. Journal for Critical Education Policy Studies (JCEPS), 20(2).http://www.jceps.com/wp-content/uploads/2022/07/20-2-10.pdf

Arantes, J. A. (2022). New corporate players and educational policy: How might the Australian competition and consumer commission help us to understand AI’s associations with educational policy? Research in Education, https://doi.org/10.1177/00345237221140140

Arantes, J. A. (2022, Apr 28). Personalization in Australian K-12 classrooms: how might digital teaching and learning tools produce intangible consequences for teachers' workplace conditions? Aust Educ Res, 1-18. https://doi.org/10.1007/s13384-022-00530-7

Pedagogy and Practice

Arantes, J. (2022) The SAMR model as a framework for scaffolding online chat: a theoretical discussion of the SAMR model as a research method during these “interesting” times, Qualitative Research Journal, 22(3), 294-306. https://doi.org/10.1108/QRJ-08-2021-0088

Jandrić, P. et al. (2020) Teaching in the Age of Covid-19. Postdigital Science and Education, 2(3), 1069-1230. https://doi.org/10.1007/s42438-020-00169-6

Jandrić, P. et al. (2021) Teaching in the Age of Covid-19—1 Year Later. Postdigital Science and Education, 3(3), 1073-1223. https://doi.org/10.1007/s42438-021-00243-7

Jandrić, P. et al. (2022) Teaching in the Age of Covid-19—The New Normal. Postdigital Science and Education, 4(3) 877-1015 https://doi.org/10.1007/s42438-022-00332-1

MacKenzie, A. et al. (2022) Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 4(2), 271-329. https://doi.org/10.1007/s42438-021-00259-z

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