Jo Blannin
Faculty of Education
Integrating emerging technologies into learning
Jo wants students to leave university with a mindset of lifelong learning.
What are you doing differently in your field that you believe is driving real change?
I am integrating emerging technologies—such as generative AI, immersive virtual reality, and intelligent feedback systems—into teacher education in ways that foreground equity, critical digital literacy, and evidence-based decision-making. Unlike approaches that adopt technology for novelty or efficiency, my work situates technology within a sociological and pedagogical framework that challenges assumptions about access, inclusion, and purpose in education.
Through projects like ATLAS (an AI-enabled simulation platform which received a global innovation award), I lead interdisciplinary research that bridges theory and practice, giving pre-service teachers authentic experiences in navigating real-world challenges. My national and international collaborations (for example, with Verso, EduGrowth, and the Victorian Academy) ensure this work informs both policy and practice. What differentiates my approach is the focus on nuanced, context-aware implementation of technology—prioritising learner agency, teacher readiness, and systems-level change aligned with Monash’s Impact 2030 strategy and UNESCO's SDG 4.4.2."
How do you help students build confidence, not just knowledge?
I build student confidence by deliberately designing learning environments that are psychologically safe, intellectually rigorous, and grounded in proven pedagogical theory. Drawing on Vygotsky’s Zone of Proximal Development and social constructivist principles, I structure learning so students can take intellectual risks, experiment with complex ideas, and receive timely, formative feedback. This approach has transformed outcomes in units where students described the experience as being in a “no-fail space” that enabled them to develop both competence and confidence. I explore, design and integrate technologies such as VR, AI, and interactive tools (e.g., Socrative, Sli.do) to personalise learning and foster agency. These tools help students visualise progress and reflect on their learning, which builds self-efficacy. By modelling vulnerability—such as sharing how I adapt practices in response to feedback—I create a culture where growth is valued over perfection. This not only builds knowledge, but cultivates the confidence students need to thrive as adaptive, future-ready educators.
I build student confidence by deliberately designing learning environments that are psychologically safe, intellectually rigorous, and grounded in proven pedagogical theory. ”
What do you hope your students take away from their time with you? Is there a student moment you’ll never forget, and why?
I want my students to leave not only with knowledge and skills, but with a mindset of lifelong learning—an understanding that teaching is an evolving practice, and that meaningful growth often comes through uncertainty, iteration, and failure. I design learning experiences that make space for challenge and imperfection, helping students see failure not as a flaw, but as a critical part of the learning journey. My ultimate goal is for students to emerge as confident, reflective professionals who are willing to take risks, adapt to new technologies, and continually refine their practice in service of their learners. One moment that stands out was a follow-up message from a student last year. After a really difficult discussion about inappropriate generative AI use and academic integrity, they returned the next semester with a thoughtful, respectful query about referencing in a major assignment. Their email—“Thank you for your assistance!”—was simple, but deeply meaningful to me. It meant not just content understanding, but that I had repaired a relationship and rebuilt trust. It reminded me that real learning often happens in the difficult moments and when students feel safe enough to re-engage, ask questions, and own their progress we can all improve.
What do you hope your students remember about you 10 years from now? What mindset do you want your students to carry into their careers?
I hope my students remember me as someone who genuinely believed in their potential, not just as impactful teachers, but as change-makers for all learners, no matter the challenges they faced. I want them to recall a learning experience that challenged them to think critically, embrace complexity, and see technology not as a solution in itself, but as a powerful tool when guided by ethics, equity, and pedagogy. If they remember that I treated them with trust, respect, and high expectations, then I'll think I did my job well.
The mindset I want them to carry is one of curiosity, resilience, and courage. Teaching is unpredictable, and I want them to see every new challenge not as a setback, but as an opportunity to grow. Whether they’re navigating new technologies, leading change in schools, or advocating for equity in their educational communities, I want them to remain reflective and open and know that it’s okay not to have all the answers, as long as they’re willing to keep asking thoughtful questions and work with others.
What legacy or ripple effect do you hope to leave behind?
I hope to leave behind a legacy where digital technologies are integrated into education not as a trend, but as thoughtfully applied to drive equity, engagement, and innovation. My focus is on making educational technology a tool for inclusive transformation, guided by pedagogy, context, and a strong commitment to social justice. I aim to foster a culture in which educators, from pre-service teachers to system leaders, make confident and nuanced decisions about the use of technology in learning.
What’s something about Monash that would surprise people in a good way?
I think people are often surprised by how personal Monash feels, despite being such a large institution. There is a genuine sense of community, where people work together across roles and campuses. At the same time, being part of a university the size of Monash comes with real advantages. There’s access to global networks, research opportunities, and the latest technologies and resources to support both teaching and learning. I’ve been able to lead research that has national and international reach, connect with institutions and organisations across different contexts, and work alongside brilliant colleagues from a wide range of disciplines. What makes it stand out, though, is that despite all of that scale and complexity, it still feels personal. Everyone seems to be generous with their time, genuinely collaborative, and open to new ideas, which makes doing meaningful work really exciting.
What’s the biggest myth about university education you wish more people would rethink?
The idea that university is just about getting a degree or landing a job is one of the most persistent myths I think. In reality, university should prepare people to be lifelong learners who are curious, adaptable, and reflective individuals who continue to grow after their degree, ask better questions, and contribute meaningfully to society throughout their lives. It is not just about acquiring knowledge, but about learning how to navigate complexity, think critically, and engage with the world in informed and responsible ways.
There’s also an idea that digital technologies weaken learning or human connection. When used thoughtfully, I believe technology can deepen relationships, personalise learning, and enhance student voice, especially for those who might not always be heard in traditional classroom settings. It can also create different ways of thinking, engaging, and contributing.
How do you tailor your teaching approach to engage and inspire today's students?
I make sure that what I do is reflective of what is happening in schools today. Since Covid schools have changed and we have to be mindful of that, it's important that I spend time understanding the environments of children and young adults, either by working in schools through my research or through my volunteer work out of hours.