RESEARCH<\/strong> <\/h1>\n\n\n\nMy research interests include:<\/strong><\/p>\n\n\n\nShort Research Video<\/a><\/p>\n\n\n\n\n- Critical literacies<\/li>\n\n\n\n
- Digital literacies<\/li>\n\n\n\n
- Digital Making, Makerspaces, Maker Culture<\/li>\n\n\n\n
- Critical Making and production pedagogies<\/li>\n\n\n\n
- Language and literacy<\/li>\n\n\n\n
- Multiple literacies<\/li>\n\n\n\n
- New literacies<\/li>\n\n\n\n
- Secondary school English pedagogy<\/li>\n\n\n\n
- Young Adult Literature<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nRecent Research Projects:<\/strong><\/p>\n\n\n\nMaking Minds: Digital Maker Education for Literacies Learning with Marginalized Youth<\/strong><\/p>\n\n\n\n(SSHRC Insight Grant \u2014 $246,250 PI)<\/strong><\/p>\n\n\n\nThis research investigates the relationship between \u201cmaker pedagogies\u201d and the development of adolescent digital literacies and identities for students who live in poverty. Community makerspaces are becoming a widespread phenomenon; however, these Do-It-Yourself (DIY) models, rooted in design thinking and innovation, are beginning to move into the realm of formal education. As this trend continues, it is important to explore what educators need to understand about maker pedagogies, and how can they support student learning across subject areas. More specifically we ask: (a) how do adolescents\u2019 digital literacy skills develop over time while immersed in a rich media setting that emphasizes digital making rather than digital consumption; (b) how do maker pedagogies intersect with the development of 21st<\/sup> century competencies, such as multimodal communication, creative and critical thinking, collaboration, problem solving and cultural and global citizenship; (c) how can maker pedagogies be used to enhance literacy teaching and learning, specifically for students who live in poverty; (d) what are the materialities and modalities afforded to literacy learners through digital design and production; and (e) how do maker pedagogies work to build students\u2019 \u2018performative\u2019 competencies in digital literacies, and how might they promote civic engagement and a participatory social justice orientation, particularly among students who live in poverty?<\/p>\n\n\n\n
\n\n\n\nThere\u2019s An App for That: Designing, Developing, Researching Educational Apps<\/strong><\/p>\n\n\n\n(Ontario Research Fund \u2013 Research Excellence \u2014 $1,175,000 PI)<\/strong><\/p>\n\n\n\nThe specific objectives of this research project are:<\/p>\n\n\n\n
\n- To design, develop, implement, evaluate, and make available through a learning portal (EDUZONE) a suite of educational apps that focus on helping students build confidence and competencies in three domains: 1) Cognitive (Mind Zone); 2) Social-Emotional (Community Zone); and, 3) Physical (Body Zone);<\/li>\n\n\n\n
- To explore the impact of the learning portal (EDUZONE) on the learning of students, their teachers, and the community; and<\/li>\n\n\n\n
- To build capacity for Ontario universities, service organizations and industry to collaborate and to lead in educational technology innovation.<\/li>\n<\/ol>\n\n\n\n
For more information, visit our project website: EduApps<\/a><\/p>\n\n\n\n
\n\n\n\nSTEAM-3D: Discover, Design, Develop<\/strong><\/p>\n\n\n\n(Canada Research Chair in Technology and Pedagogy \u2014 $500,000)<\/p>\n\n\n\n
Dr. Hughes is investigating uses of emerging digital media and interactive tools that disrupt traditional curricular and teaching\/learning assumptions and practices, which explicitly includes computational fluency over an extended period of time and in a wide variety of classrooms. Her classroom and lab-based research will especially focus on the development and evaluation of pedagogical practices that address the digital literacy needs of marginalized students. Her lab-based research will focus on designing, observing and evaluating the impact of a \u201cmaker-space\u201d or production approach that facilitates the discovery, design and development of digital \u201cproducts\u201d for students of all ages, their teachers, and the community to promote greater interest in STEM through the Arts (STEAM). This research will provide greater understanding of the intersection of new digital technologies and pedagogies and how they can be used to support active student learning that is technology-enriched and practice-integrated, both inside and outside of the classroom.<\/p>\n\n\n\n
\n\n\n\nScience 3D: Discovery, Design & Development through Makerspaces<\/strong><\/p>\n\n\n\n(Ontario Ministry of Education\/Council of Ontario Directors of Education \u2014 $1,204,000 PI)<\/p>\n\n\n\n
The focus of this research, which involves 20 Ontario school boards, is on developing and observing constructionist \u201cproduction pedagogies\u201d that work to build capacity for investigating and affecting change and innovation in formal and informal education settings. The research investigates the impact of \u201cmakerspace\u201d pedagogies that facilitate the discovery, design and development (3Ds) of digital and tangible products for teachers, their students and the school community. Teachers with knowledge and skill in science and technology collaboratively explore new avenues of thought in their practice. The research questions focus on how educators can use makerspace pedagogies to promote inquiry, play, imagination, innovation and design thinking, critical thinking, problem solving and collaboration. With the infusion of resources and custom-designed professional development, teachers are introduced to innovative ideas and practices in makerspace or \u201ccritical making\u201d pedagogies. They gain the knowledge, skills and confidence to establish and implement a makerspace in their classrooms\/schools, where learners can congregate to design, engineer, and fabricate digitally enhanced products of all kinds, both digital and tangible, and explore the uses of digital technologies in general, including mobile devices, social media, apps and games, digital circuits, 3D printing, e-textiles, programmable robots and virtual reality.<\/p>\n\n\n\n
For more information, visit our project website: STEAM-3D Maker Lab<\/a><\/p>\n\n\n\n
\n\n\n\nFostering Globally and Culturally Sensitive Adolescents: Social Action through Digital Literacies<\/strong><\/p>\n\n\n\nThis research project, funded by the Ontario Ministry of Research and Innovation\u2019s Early Researcher Award, explores the impact on adolescents\u2019 learning when they are given opportunities to create digital texts for a wider audience and engage with social justice issues on a global scale. The research positions adolescents as agents of change as they produce digital texts based on issues identified through the United Nations Convention on the Rights of the Child, such as the impact of war, child labour, poverty and environmental concerns.<\/p>\n\n\n\n
Contact: Dr. Janette Hughes<\/a><\/p>\n\n\n\n
\n\n\n\nAdolescents, Identity and Digital Literacy<\/em><\/strong><\/p>\n\n\n\nThis Social Science and Humanities Research Council-funded research examines the intersection of adolescents\u2019 out-of-school new media experiences with digital literacy education, in classroom settings in Ontario and Newfoundland where students in grades 6 to 8 have ubiquitous access to personal mobile devices as well as tablets and more traditional laptops and desktop computers. Using a mixed methods research approach of qualitative case study analysis and quantitative surveying, the proposed research investigates the relationship between a multiliteracies pedagogy and the development of adolescent digital literacy and identity. More specifically:<\/p>\n\n\n\n
How do adolescents\u2019 digital literacy skills develop over time while immersed in a rich media setting?;<\/p>\n\n\n\n
How is adolescent individual and collective identity shaped and performed, as adolescents use new media tools and affordances to present themselves to the world?; and<\/p>\n\n\n\n
How does ubiquitous access to mobile devices and tablets transform teaching and learning literacy practices? <\/p>\n\n\n\n
For more information on these research projects, see these videos from the UOIT Virtual Seminar Series.<\/p>\n\n\n\n
\n\n\n\nVirtual Speaker Series: Exploring Social Justice Through Digital Literacies \u2014 The Impact of War on Children<\/em><\/strong><\/p>\n\n\n\nVirtual Speaker Series: Exploring Social Justice Through Digital Literacies \u2014 Indigenous Issues<\/strong><\/p>\n\n\n\nVirtual Speaker Series: Examining the Impact of Digital Media on Adolescents<\/em><\/strong><\/p>\n\n\n\nVirtual Speaker Series: Performing Digital Literacies Research <\/em><\/strong><\/p>\n\n\n\n
\n\n\n\nResearch Funding:<\/strong><\/p>\n\n\n\nSSHRC Partnership Development Grant, 2015-18, (Co-I): Improving our Schools<\/p>\n\n\n\n
SSHRC Insight Grant, 2011-2014 (PI): Adolescents, Identity and Digital Literacies<\/p>\n\n\n\n
SSHRC Public Dissemination Grant, 2011-2012 (PI): Performing Digital Literacies Research<\/p>\n\n\n\n
Early Researchers Award, Ministry of Research and Innovation, 2011-2014 (PI): Fostering Globally and Culturally Sensitive Adolescents: Social Action Through Digital Literacies<\/p>\n\n\n\n
SSHRC Standard Research Grant, 2008 \u2013 2011 (Co-Applicant): Students as Performance Mathematicians<\/p>\n\n\n\n
SSHRC Standard Research Grant, 2007 \u2013 2010 (Sole Applicant): Students, Poetry and New Media<\/p>\n\n\n\n
SSHRC ITST, 2007 (Collaborator): Video-Based Case Studies<\/p>\n\n\n\n
\n\n\n\njump to research<\/a><\/p>\n\n\n\nPUBLICATIONS<\/strong><\/h1>\n\n\n\nMakers, Making, Makerspaces<\/h2>\n\n\n\n![\"\"](\"https:\/\/janettehughes.ca\/makerlab\/wp-content\/uploads\/2025\/03\/makers.png\")
<\/figure>\n\n\n\nThis book is about makers and makerspaces in education. It furnishes and analyzes case studies from sixty teachers working in twenty different school districts in Ontario, Canada. Each author provides research and analyzes data about the process of establishing makerspaces and implementing maker pedagogies with students in grades K-8.The first chapter sets the stage for the book, describing the theoretical framework and methodology used and offering information on the schools in which the research occurred. Subsequent chapters focus on specific topics and individual case studies, including assessment, pedagogic techniques, equity, inclusivity, and methods of making. The book will prove valuable to both researchers and practitioners, any educator interested in this developing topic, including school leaders, school district leaders, educational researchers, and teacher educators. It will also be useful for initial teacher education programs.<\/p>\n\n\n\n
<\/p>\n\n\n\n
Hughes, J. (ed.) (2022). Makers, making, Makerspaces: The Shift to Making in 20 Schools.<\/em> Springer.<\/p>\n\n\n\n
\n\n\n\nThe Digital Principal<\/h2>\n\n\n\n![\"\"](\"https:\/\/janettehughes.ca\/makerlab\/wp-content\/uploads\/2025\/03\/digital-principal.png\")
<\/figure>\n\n\n\nAlthough education leaders do not have to be digital experts, they need to recognize the importance of supporting learning communities that embrace technological innovation, engaging students and building on their experiences. <\/em>The Digital Principal shows education leaders how to apply their leadership skills to the challenge of creating and supporting a learning environment rich in technology and opportunities for both students and teachers to work, teach, and learn in the digital age. From the basics of digital literacy and good citizenship, to connecting to the digital community and accessing digital and virtual worlds, this book establishes a framework for integrating technology into instruction and learning. This timely book describes effective methods leaders and administrators can really use to provide visionary leadership in the digital age. <\/em><\/em><\/p>\n\n\n\nHughes, J. & Burke, A. (2014). The Digital Principal<\/em>. Markham, ON: Pembroke Publishers Limited.<\/p>\n\n\n\n
\n\n\n\nPublications OVERVIEW<\/h4>\n\n\n\n\n- Books (4)<\/strong><\/li>\n\n\n\n
- Chapters Authored (38)<\/strong><\/li>\n\n\n\n
- Articles in Refereed Journals (84)<\/strong><\/li>\n\n\n\n
- Papers in Refereed Conference Proceedings (45)<\/strong><\/li>\n\n\n\n
- Other Refereed Contributions (Conferences) (136)<\/strong><\/li>\n\n\n\n
- Invited Presentations & Keynote Addresses (55)<\/strong><\/li>\n<\/ul>\n\n\n\n
\n\n\n\nRECENT PUBLICATIONS (partial list)<\/h4>\n\n\n\n
Articles in Refereed Journals<\/strong><\/p>\n\n\n\n\n- Butler-Ulrich, T. & Hughes, J.<\/strong> (2024). Going over the wall: Supporting critical artificial intelligence literacy using narrative design fiction. Journal of Digital Life and Learning, 4(1), 86-115. https:\/\/ojs.scholarsportal.info\/ontariotechu\/index.php\/dll\/article\/view\/273<\/a><\/li>\n\n\n\n
- Morrison, L., & Hughes, J.<\/strong> (2024). Promising practices for virtual professional learning. Computers & Education Open<\/em>. https:\/\/doi.org\/10.1016\/j.caeo.2024.100209<\/strong><\/a><\/li>\n\n\n\n
- Gecu-Parmaksiz, Z. & Hughes, J.<\/strong> (2024). Exploring Children\u2019s Online Summer Camp Adventures through Creativity and Problem Solving. Education Sciences, Rethinking Education in the Digital Age<\/em>, 14(1), 59. https:\/\/doi.org\/10.3390\/educsci14010059<\/a> <\/li>\n\n\n\n
- Hughes, J.,<\/strong> Morrison, L. & Robb, J. (2021). Making STEAM-based professional learning: A four-year design-based research study. Canadian Journal of Learning and Technology, 47(3), <\/em>1-24.https:\/\/cjlt.ca\/index.php\/cjlt\/issue\/current<\/a><\/li>\n\n\n\n
- Hughes, J.<\/strong>, Robb, J. A., & Gadanidis, M. (2024). Educating for a just world: Empowering K-12 students as global democratic digital citizens. Journal of Digital Life and Learning<\/em>, 3(2), 69-95. https:\/\/ojs.scholarsportal.info\/ontariotechu\/index.php\/dll\/article\/view\/240<\/a><\/li>\n\n\n\n
- Namukasa, I., Gecu-Parmaksiz, Z., Hughes, J<\/strong>. & Scucuglia, R. (2023). Technology maker practices in mathematics learning in STEM contexts: A case in Brazil and 2 cases in Canada. ZDM<\/em> Mathematics Education, 55, 1331-1350. https:\/\/doi.org\/10.1007\/s11858-023-01534-y<\/a>. <\/li>\n\n\n\n
- Hughes, J.M.<\/strong> and Kumpulainen, K. (2023) Editorial: Maker education: opportunities and challenges, volume II. Front. Educ. <\/em>8:1285339.
doi: 10.3389\/feduc.2023.1285339 <\/li>\n\n\n\n- Hughes, J.,<\/strong> Scott, H., Morrison, L. J., Kotsopoulos, D., & Ruttenberg-Rozen, R. (2023). Chilly climate 2.0: Women\u2019s experiences of harassment and discrimination in Canadian higher education. Canadian Journal of Education, 46<\/em>(2), 472-501. Retrieved from http:\/\/search.proquest.com.uproxy.library.dc-uoit.ca\/scholarly-journals\/chilly-climate-2-0-womens-experiences-harassment\/docview\/2836519522\/se-2<\/a><\/li>\n\n\n\n
- Hughes, J., <\/strong>Morrison, L., Robb, J. & Hagerman, M. (2023). \u201cIt feels like I have a camera in my eye\u201d: New methods for literacies research in maker-oriented classrooms. Frontiers in Education, 8. https:\/\/doi.org\/10.3389\/feduc.2023.1098410<\/a> <\/strong><\/li>\n\n\n\n
- Flynn, D., Hughes, J.,<\/strong> & Robb, J. (2023). Improving Mathematics Learning Through Computational Participation. Journal of Educational Informatics<\/em>, 4<\/em>(1), 19-33. https:\/\/doi.org\/10.51357\/jei.v4i1.214<\/a><\/li>\n\n\n\n
- Gecu-Parmaksiz, Z., & Hughes, J.<\/strong> (2023). Innovative Digital Tools for Online Learning: Teacher\u2019s Perspectives. Journal of Educational Informatics<\/em>, 4<\/em>(1), 3-18. https:\/\/doi.org\/10.51357\/jei.v4i1.213<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
jump to publications RESEARCH My research interests include: Short Research Video Recent Research Projects: Making Minds: Digital Maker Education for Literacies Learning with Marginalized Youth (SSHRC Insight Grant \u2014 $246,250 PI) This research investigates the relationship between \u201cmaker pedagogies\u201d and … Continue reading
Short Research Video<\/a><\/p>\n\n\n\n Recent Research Projects:<\/strong><\/p>\n\n\n\n Making Minds: Digital Maker Education for Literacies Learning with Marginalized Youth<\/strong><\/p>\n\n\n\n (SSHRC Insight Grant \u2014 $246,250 PI)<\/strong><\/p>\n\n\n\n This research investigates the relationship between \u201cmaker pedagogies\u201d and the development of adolescent digital literacies and identities for students who live in poverty. Community makerspaces are becoming a widespread phenomenon; however, these Do-It-Yourself (DIY) models, rooted in design thinking and innovation, are beginning to move into the realm of formal education. As this trend continues, it is important to explore what educators need to understand about maker pedagogies, and how can they support student learning across subject areas. More specifically we ask: (a) how do adolescents\u2019 digital literacy skills develop over time while immersed in a rich media setting that emphasizes digital making rather than digital consumption; (b) how do maker pedagogies intersect with the development of 21st<\/sup> century competencies, such as multimodal communication, creative and critical thinking, collaboration, problem solving and cultural and global citizenship; (c) how can maker pedagogies be used to enhance literacy teaching and learning, specifically for students who live in poverty; (d) what are the materialities and modalities afforded to literacy learners through digital design and production; and (e) how do maker pedagogies work to build students\u2019 \u2018performative\u2019 competencies in digital literacies, and how might they promote civic engagement and a participatory social justice orientation, particularly among students who live in poverty?<\/p>\n\n\n\n There\u2019s An App for That: Designing, Developing, Researching Educational Apps<\/strong><\/p>\n\n\n\n (Ontario Research Fund \u2013 Research Excellence \u2014 $1,175,000 PI)<\/strong><\/p>\n\n\n\n The specific objectives of this research project are:<\/p>\n\n\n\n For more information, visit our project website: EduApps<\/a><\/p>\n\n\n\n STEAM-3D: Discover, Design, Develop<\/strong><\/p>\n\n\n\n (Canada Research Chair in Technology and Pedagogy \u2014 $500,000)<\/p>\n\n\n\n Dr. Hughes is investigating uses of emerging digital media and interactive tools that disrupt traditional curricular and teaching\/learning assumptions and practices, which explicitly includes computational fluency over an extended period of time and in a wide variety of classrooms. Her classroom and lab-based research will especially focus on the development and evaluation of pedagogical practices that address the digital literacy needs of marginalized students. Her lab-based research will focus on designing, observing and evaluating the impact of a \u201cmaker-space\u201d or production approach that facilitates the discovery, design and development of digital \u201cproducts\u201d for students of all ages, their teachers, and the community to promote greater interest in STEM through the Arts (STEAM). This research will provide greater understanding of the intersection of new digital technologies and pedagogies and how they can be used to support active student learning that is technology-enriched and practice-integrated, both inside and outside of the classroom.<\/p>\n\n\n\n Science 3D: Discovery, Design & Development through Makerspaces<\/strong><\/p>\n\n\n\n (Ontario Ministry of Education\/Council of Ontario Directors of Education \u2014 $1,204,000 PI)<\/p>\n\n\n\n The focus of this research, which involves 20 Ontario school boards, is on developing and observing constructionist \u201cproduction pedagogies\u201d that work to build capacity for investigating and affecting change and innovation in formal and informal education settings. The research investigates the impact of \u201cmakerspace\u201d pedagogies that facilitate the discovery, design and development (3Ds) of digital and tangible products for teachers, their students and the school community. Teachers with knowledge and skill in science and technology collaboratively explore new avenues of thought in their practice. The research questions focus on how educators can use makerspace pedagogies to promote inquiry, play, imagination, innovation and design thinking, critical thinking, problem solving and collaboration. With the infusion of resources and custom-designed professional development, teachers are introduced to innovative ideas and practices in makerspace or \u201ccritical making\u201d pedagogies. They gain the knowledge, skills and confidence to establish and implement a makerspace in their classrooms\/schools, where learners can congregate to design, engineer, and fabricate digitally enhanced products of all kinds, both digital and tangible, and explore the uses of digital technologies in general, including mobile devices, social media, apps and games, digital circuits, 3D printing, e-textiles, programmable robots and virtual reality.<\/p>\n\n\n\n For more information, visit our project website: STEAM-3D Maker Lab<\/a><\/p>\n\n\n\n Fostering Globally and Culturally Sensitive Adolescents: Social Action through Digital Literacies<\/strong><\/p>\n\n\n\n This research project, funded by the Ontario Ministry of Research and Innovation\u2019s Early Researcher Award, explores the impact on adolescents\u2019 learning when they are given opportunities to create digital texts for a wider audience and engage with social justice issues on a global scale. The research positions adolescents as agents of change as they produce digital texts based on issues identified through the United Nations Convention on the Rights of the Child, such as the impact of war, child labour, poverty and environmental concerns.<\/p>\n\n\n\n Contact: Dr. Janette Hughes<\/a><\/p>\n\n\n\n Adolescents, Identity and Digital Literacy<\/em><\/strong><\/p>\n\n\n\n This Social Science and Humanities Research Council-funded research examines the intersection of adolescents\u2019 out-of-school new media experiences with digital literacy education, in classroom settings in Ontario and Newfoundland where students in grades 6 to 8 have ubiquitous access to personal mobile devices as well as tablets and more traditional laptops and desktop computers. Using a mixed methods research approach of qualitative case study analysis and quantitative surveying, the proposed research investigates the relationship between a multiliteracies pedagogy and the development of adolescent digital literacy and identity. More specifically:<\/p>\n\n\n\n How do adolescents\u2019 digital literacy skills develop over time while immersed in a rich media setting?;<\/p>\n\n\n\n How is adolescent individual and collective identity shaped and performed, as adolescents use new media tools and affordances to present themselves to the world?; and<\/p>\n\n\n\n How does ubiquitous access to mobile devices and tablets transform teaching and learning literacy practices? <\/p>\n\n\n\n For more information on these research projects, see these videos from the UOIT Virtual Seminar Series.<\/p>\n\n\n\n Virtual Speaker Series: Exploring Social Justice Through Digital Literacies \u2014 The Impact of War on Children<\/em><\/strong><\/p>\n\n\n\n Virtual Speaker Series: Exploring Social Justice Through Digital Literacies \u2014 Indigenous Issues<\/strong><\/p>\n\n\n\n Virtual Speaker Series: Examining the Impact of Digital Media on Adolescents<\/em><\/strong><\/p>\n\n\n\n Virtual Speaker Series: Performing Digital Literacies Research <\/em><\/strong><\/p>\n\n\n\n Research Funding:<\/strong><\/p>\n\n\n\n SSHRC Partnership Development Grant, 2015-18, (Co-I): Improving our Schools<\/p>\n\n\n\n SSHRC Insight Grant, 2011-2014 (PI): Adolescents, Identity and Digital Literacies<\/p>\n\n\n\n SSHRC Public Dissemination Grant, 2011-2012 (PI): Performing Digital Literacies Research<\/p>\n\n\n\n Early Researchers Award, Ministry of Research and Innovation, 2011-2014 (PI): Fostering Globally and Culturally Sensitive Adolescents: Social Action Through Digital Literacies<\/p>\n\n\n\n SSHRC Standard Research Grant, 2008 \u2013 2011 (Co-Applicant): Students as Performance Mathematicians<\/p>\n\n\n\n SSHRC Standard Research Grant, 2007 \u2013 2010 (Sole Applicant): Students, Poetry and New Media<\/p>\n\n\n\n SSHRC ITST, 2007 (Collaborator): Video-Based Case Studies<\/p>\n\n\n\n jump to research<\/a><\/p>\n\n\n\n This book is about makers and makerspaces in education. It furnishes and analyzes case studies from sixty teachers working in twenty different school districts in Ontario, Canada. Each author provides research and analyzes data about the process of establishing makerspaces and implementing maker pedagogies with students in grades K-8.The first chapter sets the stage for the book, describing the theoretical framework and methodology used and offering information on the schools in which the research occurred. Subsequent chapters focus on specific topics and individual case studies, including assessment, pedagogic techniques, equity, inclusivity, and methods of making. The book will prove valuable to both researchers and practitioners, any educator interested in this developing topic, including school leaders, school district leaders, educational researchers, and teacher educators. It will also be useful for initial teacher education programs.<\/p>\n\n\n\n <\/p>\n\n\n\n Hughes, J. (ed.) (2022). Makers, making, Makerspaces: The Shift to Making in 20 Schools.<\/em> Springer.<\/p>\n\n\n\n Although education leaders do not have to be digital experts, they need to recognize the importance of supporting learning communities that embrace technological innovation, engaging students and building on their experiences. <\/em>The Digital Principal shows education leaders how to apply their leadership skills to the challenge of creating and supporting a learning environment rich in technology and opportunities for both students and teachers to work, teach, and learn in the digital age. From the basics of digital literacy and good citizenship, to connecting to the digital community and accessing digital and virtual worlds, this book establishes a framework for integrating technology into instruction and learning. This timely book describes effective methods leaders and administrators can really use to provide visionary leadership in the digital age. <\/em><\/em><\/p>\n\n\n\n Hughes, J. & Burke, A. (2014). The Digital Principal<\/em>. Markham, ON: Pembroke Publishers Limited.<\/p>\n\n\n\n Articles in Refereed Journals<\/strong><\/p>\n\n\n\n jump to publications RESEARCH My research interests include: Short Research Video Recent Research Projects: Making Minds: Digital Maker Education for Literacies Learning with Marginalized Youth (SSHRC Insight Grant \u2014 $246,250 PI) This research investigates the relationship between \u201cmaker pedagogies\u201d and … Continue reading \n
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\n\n\n\nPUBLICATIONS<\/strong><\/h1>\n\n\n\n
Makers, Making, Makerspaces<\/h2>\n\n\n\n
<\/figure>\n\n\n\n
\n\n\n\nThe Digital Principal<\/h2>\n\n\n\n
<\/figure>\n\n\n\n
\n\n\n\nPublications OVERVIEW<\/h4>\n\n\n\n
\n
\n\n\n\nRECENT PUBLICATIONS (partial list)<\/h4>\n\n\n\n
\n
doi: 10.3389\/feduc.2023.1285339 <\/li>\n\n\n\n