Professor Boris Handal

BEd (Hon), MEd (Cowan), PGCertEdSt (Melb), EdD (Sydney), FACE

Email: boris.handal@nd.edu.au
Phone: (02) 8204 4200

  • Biography

    Boris Handal is a Professor with expertise in Digital Learning Technologies at the School of Education of the University of Notre Dame Australia. His academic background is rich in diversity with a breadth of experience accrued through involvement in academic development, curriculum development, lecturing, research and project management at various educational institutions. His educational research, although mostly focused on the interface between mathematics education and digital technologies, is trans-disciplinary and comprises about 100 conference and journal papers, books and book chapters published in Australia, the United States of America, Europe, Latin America, Africa and Southeast Asia.

  • Teaching Areas

    Educational Research
    ICT in Education
    Mathematics Education

  • Research Expertise and Supervision

    ICT in education
    Instructional design 
    Mathematics education 
    Teaching and learning 
    Academic development 
    Clinical education
    Science, Technology, Education and Mathematics (STEAM) education

  • Thesis Supervision

    Jacqueline Frost (PhD) – 21 July 2020
    Jonathon Mascorella (PhD) – 30 March 2020
    Rosemary Vellar (ED) - 16 December 2020
    Anne-Marie Irwin (PhD) – 13 April 2018
    Jonathon Coates (MPhil) – 14 March 2017
    Martin Bain (MPhil) – 14 March 2017
    Jennifer Chu (MPhil) – 16 December 2015
    Janine Brown (MPhil) – 16 December 2015

  • Books

    • Handal, B. (2015). Mobile Learning Makes Learning Free: Building Conceptual, Professional and Institutional capacity. Current Perspectives on Applied Information Technologies book series. Editor(s): Gene V Glass, Arizona State University, Charalambos Vrasidas, Centre for the Advancement of Research & Development in Educational Technology. Charlotte, NC, Information Age Publishing. ISBN: 78-1681232836
    • Handal, B. (2005). Classroom management in action. Sydney: Dominie. ISBN: 186251172-1

  • Book Chapters

    • Handal, B., Marcovitz, D., Ritter, R., & Madigan, D. (2017). Rethinking BYOD Models and Student's Control. Making mLearning Last? Harnessing Trends and Challenging Orthodoxies (Edited by Helen Farley, Angela Murphy and Laurel Dyson). Springer.
    • Handal, B., Watson, K., Fellman, M., Maher, M. & White, M. (2015). Unpacking the beliefs and attitudes of Australian HREC members: an examination of influences on reviewer decision-making. Research in Ethical Issues in Organizations, 9(13), edited by Matthew Beard and Sandra Lynch; ISBN: 978-1-78560-203-0.
    • Handal, B. (2013). Global Scholars as Ambassadors of Knowledge. In F. Rawling and C. Mason (Eds.) Academic Migration, Discipline Knowledge and Pedagogical Practice: Voices from the Asia Pacific (pp. 27-38). Springer.
    • Rowe, A., Solomonides, I., & Handal, B. (2010). Collaborating with peer observation: learning from each other. LEAD Series – Macquarie University. Available at: www.businessandeconomics.mq.edu.au/LEAD_peer_obs_.pdf

  • Peer-reviewed Journals

    • Brown, Janine; Handal, Boris; McKenna, Liz; and Lynch, Sandra (2021) "Bullying prevention and mediation: the role of Values Education," eJournal of Catholic Education in Australasia: Vol. 4: Iss. 1, Article 4. Available at: https://researchonline.nd.edu.au/ecea/vol4/iss1/4.
    • Handal, B., Campbell, C., Watson, K. et al. Human research ethics committees members: ethical review personal perceptions. Monash Bioeth. Rev. (2021). https://doi.org/10.1007/s40592-021-00130-8
    • Brown, J., Handal, B. McKenna, L. & Lynch, S. Bullying Prevention and Mediation: The Role of Values Education. (in press). eJournal of Catholic Education in Australasia.
    • Handal, B., Campbell, C. & Perkins, T. (2019). Learning About Mobile Learning: Pre-Service Teachers’ Perspectives. TechTrends 63, 711–722 (https://doi.org/10.1007/s11528-019-00430-1)
      Kennedy-Clark, S., Galstaun, V., Reimann, P., & Handal, B. (2020). Using action research to develop data literacy in initial teacher education. The Journal of Teacher Action Research, 6 (2), 4-25.
    • Handal, B. Watson, K., Petocz, P., & Maher, M. (2018). Choosing teaching in rural and remote schools: the zone of free movement. Education Research and Perspectives, (45), 1-32.
    • Handal, B., Watson, K., Brewer, B., Fellman, M., Maher, M., Ianniello, H., & White, M. (2017). Personal Views of HREC Members on Contested Issues: Possible Influences on Reviewer Decision-Making. Ethical Perspectives, 24(3), 405-439.
    • Handal, B., & Gonzales, H. (2017). Reflexiones sobre los Saltamontes y las Orugas en la Era de las Tecnologías de Información y Comunicación (Reflections about grasshoppers and inchworms in the information and communication technologies era). Páginas de Educación, 10(2), 143-156. Available from http://www.scielo.edu.uy/pdf/pe/v10n2/1688-7468-pe-10-02-00143.pdf
    • Watson, K., Handal, B., & Maher, M. (2017). Class Size: Teachers’ Perspectives. Curriculum and Teaching, 32(2), 5-26.
    • Handal, B., Watson, K., & Maher, M. (2017). Social diversity and class size. International Journal of Management and Applied Science, 3(1), 58-63. Available online at: http://www.iraj.in/journal/journal_file/journal_pdf/14-341-148921543558-63.pdf
    • Handal, B., Campbell, C., Cavanagh, M., & Petocz, P. (2016). Characterising the perceived value of mathematics educational apps in preservice teachers. Mathematics Education Research Journal, 28(1), 199-221.
    • Watson, K., Handal, B., & Maher, M. (2016). The influence of class size upon numeracy and literacy performance. Quality Assurance in Education, 24(4), 507-527.
    • Pelletier, R., Handal, B., Khalil, J., & Frances, T. (2015). Cyberbullying – where does a school authority's liability in tort end? The Western Australian Jurist, 6, 93-121.
    • Handal, B. Watson, K., Petocz, P., & Maher, M. (in press). Choosing teaching in rural and remote schools: the zone of free movement. Education Research and Perspectives.
    • Handal, B., Watson, K., & Maher, M. (2015). Multi-positioning mathematics class size: teachers' views. International Journal for Mathematics Teaching and Learning, 1-14.
    • Handal, B., Maher, M., & Watson, K., (2014). From large to small classes: A classroom window. Australasian Canadian Studies, 31(1-2), 53-72.
    • Handal, B., Novak, A., Watson, K., Maher, M., MacNish, J., & Eddles-Hirsch, K. (2014). Numeracy education through mobile apps. Australian Journal of Middle Schooling, 14(1), 28-37.
    • Handal, B., MacNish, J, & Petocz, P. (2013). Implementing mobile learning in tertiary environments: Instructional, curricular and organisational matters. Education Sciences, 3(4), 359-374. Available at: http://www.mdpi.com/2227-7102/3/4/359/pdf
    • Groenlund, C., & Handal, B. (2013). Contemporary issues in clinical dental teaching. Journal of Contemporary Dental Practice, 14(3), 501-510.
    • Handal, B., Watson, K., Petocz, P. & Maher, M. (2013). Retaining mathematics and science teachers in rural and remote schools. Australian and International Journal of Rural Education, 3(3), 13-28.
    • Watson, K, Handal, B., Maher, M. & McGinty, Erin. (2013). Globalising the class size debate: myths and realities. Journal of International and Comparative Education, 2(2), 72-85. Available at: http://crice.um.edu.my/downloads/3Watson%20et%20al.pdf
    • Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Pedagogical content kowledge (TPACK) of secondary mathematics teachers. Contemporary Issues in Technology and Teacher Education, 13(1). Available at: http://www.citejournal.org/vol13/iss1/mathematics/article1.cfm
    • Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2012). Integrating technology, pedagogy and content in mathematics education. Journal of Computers in Mathematics and Science Teaching, 31(4), 387-413.
    • Cahir, J., Huber, E., Handal, B., Dutch, J., & Nixon, M. (2012). Using interactive technologies to support student study skills. Youth Studies Australia, 31(1), 34-42. Available at: http://www.acys.info/__data/assets/pdf_file/0004/53248/YSA_Mar2012_paper_studyMATE.pdf
    • Handal, B., Wood, L., & Muchatuta, M. (2011). Learning from students: the business experience. e-Journal of Business Education & Scholarship of Teaching, 5(1), 1- 17. Available at: http://www.ejbest.org/upload/eJBEST_Handal,_Wood_Muchatuta_2011_1.pdf
    • Handal, B., Cavanagh, M., Wood, L., & Petocz, P. (2011). Factors leading to the adoption of a learning technology: the case of graphics calculators. Australasian Journal of Educational Technology, 61(2), 70-75.
    • Handal, B., Groenlund, C.,& Gerzina, T. (2011). Academic attitudes amongst educators towards eLearning tools in dental education. International Dental Journal, 61(2), 70-75.
    • Handal, B., Groenlund, C., & Gerzina, T. (2010). Dentistry students' perceptions of learning management systems. European Journal of Dental Education, (14), 50-54.
    • Handal, B. (2009).Matematik Pedagojisi ve Felsefesi. Elementary Education Online, 1(3). Available at: http://ilkogretim-online.org.tr/vol8say1/v8s1c1.doc
    • Handal, B., Handal, P., & Herrington, T. (2006). Evaluating maths education websites: teachers' tools. Australian Primary Mathematics Classroom, 11(2), 8-14.
    • Handal, B. (2006). Bilinguismo y el Registro Matematico Aymara (Bilingualism and the Aymara Mathematics Register).Paper presented at the VII International Conference of the Association of Iberian and Latin American Studies of Australasia. University of Technology Sydney, September 2006. Agulha, Revista de Cultura (61). Available at: http://www.revista.agulha.nom.br/ag61handal.htm
    • Handal, B. (2004). La cultura hispano-arabe en Latinoamerica. Polis, Journal of the Universidad Bolivariana, (3) . 9. Available at: https://polis.revues.org/7364
    • Handal, B. (2004). Teachers' instructional beliefs about integrating educational technology. e-Journal of Instructional Science and Technology, 17(1). Available at: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htm
    • Handal, B., & Bobis, J. (2004). Teaching and learning mathematics thematically: Teachers' perspective. Mathematics Education Research Journal, 16(1), 3-18.
    • Handal, B., & Herrington, T. (2004). On being dependent and independent in computer based learning environments. e-Journal of Instructional Science and Technology, (7)2. Available at: http://files.eric.ed.gov/fulltext/EJ850352.pdf
    • Handal, B., & Bobis, J. (2004). Instructional styles in the teaching of mathematics thematically. In D. Burghes & T. Zsalontai (Eds.), Series of International Monographs on Mathematics Teaching Worldwide: Monograph 1 (pp.77-86). University of Exeter: Centre for Innovation in Mathematics Teaching.
    • Handal, B., & Bobis, J. (2003). Instructional styles in teaching mathematics thematically. International Journal of Mathematics Teaching and Learning. Available at: http://www.cimt.plymouth.ac.uk/journal/handalbobis.pdf
    • Handal, B., Handal, P., & Herrington, A. (2003). Training teachers in evaluating educational tutorial software. Electronic Journal for Technology in Education, 2(1). Available at: http://ejite.isu.edu/Volume2No1/handal.htm
    • Handal, B., & Herrington, T. (2003). Mathematics teachers' beliefs' and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
    • Handal, B. (2003). Constructivist and behaviourist teachers. International Online Journal of Mathematics and Science Education. Available at http://www.upd.edu.ph/~ismed/online/articles/profiling/abstract.htm
    • Handal, B., & Herrington (2003). Re-Examining categories of computer-based learning in mathematics education. Contemporary Issues in Technology and Teacher Education, 2(1). Available at: http://www.citejournal.org/vol3/iss3/mathematics/article1.cfm
    • Handal, B. (2003). Teachers' mathematical beliefs: a review. The Mathematics Educator, 13(2), 47-57. Available at: http://math.coe.uga.edu/tme/issues/v13n2/v13n2.Handal.pdf
    • Handal, B., & Herrington, T. (2000). Students' beliefs about the usefulness of school mathematics: A case study in Macau. Southeast Asian International Journal of Science and Mathematics Education, 23(1), 1-13.

  • Peer-reviewed conference proceedings

    • Kennedy-Clark, Galstaun, V., Reimann, P., & Handal, B. (2018). Developing authentic data literacy in preservice teacher education programs through action research. Proceedings of theInternational Conference on Information Communication Technologies in Education (ICICTE 2018), Crete, Greece (pp. 128-138).
    • Brown, J., Handal, B., McKenna, E., & Lynch, S. (in press). The Role of Values Education in Primary School: Bullying Prevention and Mediation. Annual Conference of the Philosophy and Education Society of Australasia (PESA) “Birth, Death and Rebirth: Does philosophy of education need a new Subject?”. The University of Newcastle.
    • Handal, B., Winchester, K., Watson, K. & Maher, M. (2018). Integrating STEM into the Curriculum: Dimensional Models. 2018 Hawaii University International Conferences STEAM – Science, Technology, Engineering, Arts , Mathematics & Education, June 6-8, Prince Waikiki, Hawaii (pp. 1-6).
    • Handal, B., Watson, K., & Winchester, K. (in press). STEM education curricular models. 2017 Australasian Science Education Research Association conference. University of Technology Sydney (UTS).
    • Handal, B. Lynch, S., Watson, K., Maher, M. & Hellyer, G. (2016). Teaching digital citizenship in higher education. In Mobile Learning Futures – Sustaining Quality Research and Practice in Mobile Learning, Laurel Evelyn Dyson, Wan Ng & Jennifer Fergusson (Eds.), 15th World Conference on Mobile and Contextual Learning mLearn 2016 Sydney, Australia, October 24-26, 2016 (pp. 112-121).
    • Handal, B. Lynch, S., Watson, K., & Maher, M.(2016). Digital citizenship: A new form of citizenship. In Knowledge Ecologies – 2016 Conference of the Philosophy and Education Society of Australasia. Fiji (pp. 69-82).
    • Handal, B., Watson, K., & Maher, M. (2016). Social diversity and class size. International Journal of Management and Applied Science, 3(1), 58-63. Available online at: http://www.iraj.in/journal/journal_file/journal_pdf/14-341-148921543558-63.pdf ISBN: 978-93-86291-45-5. Available online at: http://www.worldresearchlibrary.org/up_proc/pdf/538-148067407813-18.pdf
    • Handal, B., & Watson, K, (2014). La implementación de las tecnologías mobiles en las escuelas. I Jornadas Nacionales de Humanidades Digitales: Culturas, Tecnologías, Saberes (17-19, November 2014). Buenos Aires. Asociación Argentina de Humanidades Digitales (AAHD). Available at: http://www.aacademica.org/jornadasaahd/15.pdf
    • Handal, B., Ritter, R. & Marcovitz, D. (2014). Implementing Large Scale Mobile Learning School Programs: To BYOD or not to BYOD. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 755-760). Chesapeake, VA: AACE.
    • Handal, B., MacNish, J., & Petocz, P. (2013). Academics adopting mobile devices: The zone of free movement. In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ASCILITE 2013 Sydney. (pp.350-361).
    • Handal, B., Campbell, C., Cavanagh, M., & Dave, K. (2014). Appraising maths apps using the TPACK model. 15th Australasian Computer Education Conference (pp. 169-187), Adelaide, South Australia.
    • Handal, B., El-Khoury, J., Cavanagh, M., & Campbell, C. (2013). A framework for categorising mobile learning applications in mathematics education. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 142-147). Canberra: IISME. Available at: http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/6933
    • Handal, B., & Huber, E. (2011). Development of the new academic: the case for blended delivery. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34 (pp. 150 – 160). Gold Coast, Australia, 4 – 7 July 2011.
    • Huber, E., Handal, B., Dutch, J., & Nixon, M. (2010). Using SMS and other Interactive Technologies to Foster Student Study Skills in the Transition Phase. Proceedings of the Global Asia-Pacific Conference on Learning and Technology, (pp. 3318-3323), AACE.
    • Handal, B., Handal, P., & Herrington, T. (2005). Evaluating maths education websites: teachers' tools. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 153-165, Sydney.
    • Handal, B., & Herrington, T. (2005). Getting school maths online: Challenges and possibilities. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 146-152, Sydney.
    • Handal, B., Chinnappan, M, & Herrington, T. (2004). Adopting graphics calculators in NSW. Proceedings of the 2nd National Conference on Graphing Calculators (pp. 29-43). University Sains Malaysia. Available at: http://math.usm.my/Events/NCGC04Proc/PDF/BorisHandal.pdf
    • Handal, B. (2002, September). Teachers' beliefs and gender, faculty position, teaching socio-economic area, teaching experience and academic qualifications. Proceedings of the 2002 International Biannual Conference of the UWS Self Research Centre (pp. 1-6), Sydney. Available at: http://edweb.uws.edu.au/self/Conferences/2002_CD_Handal.pdf
    • Handal, B., Bobis, J., & Grimison, L. (2001). Teacher' mathematical beliefs and practices in teaching and learning thematically. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the Twenty-Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc (pp. 265-272), Sydney: MERGA.

  • Non-refereed articles

    • Watson, K., Handal, B. & Deng, H. (2015). Positioning the class size debate: Understanding teacher views of professional practice. Qualitative Research: Beyond the Fractured Future Conference: Second international qualitative research conference (pp 23-24). Neuchatel, Switzerland: The Research Methods Laboratory.
    • Handal, B., Watson, K., Fellman, M., Maher, M., & White, M. (2014). Unpacking the beliefs and attitudes of Australian HREC members: an examination of influences on reviewer decision-making. Paper presented at the 21st Annual Meeting of The Australian Association for Professional and Applied Ethics, Conscience, Leadership & the Problem of "Dirty Hands". The University of Notre Dame Australia, Sydney, 22-24 June.
    • Handal, B., Watson, K., & Maher, M. (2015). The class size paradox. The Faculty Magazine, 2(3), 47-50.
    • Handal, B. (2013). Mapping numeracy across the middle years. Reflections, 38(3), 9-10.
    • Handal, B. (2008). Students as mathematical modellers – using box-and-whisker plots. Reflections, 33(1), 48-49.
    • Handal, B. (2008). Visualising parabolas and straight lines. Proceedings of the 2007 Annual Conference of the Mathematical Association of New South Wales, Sydney. Reflections, 33(4), 21-22.
    • Handal, B. (2007). Binomial theorem and binomial probability online. Reflections, proceedings of the 2006 Annual Conference of the Mathematical Association of New South Wales, Sydney.
    • Handal, B. (2005). The Maths Internet Guide: A teaching story. Reflections, 30(2) 15-16. Mathematical Association of New South Wales.
    • Handal, B. (2005). My teaching story. Reflections, 30(2) 16-19. Mathematical Association of New South Wales.
    • Handal, B., Groenlund, C., & Gerzina, T. (2008). Dentistry students' perceptions of eLearning tools. Proceedings of the ICT for Africa 2008 conference (p.13). International Center for Information Technology and Development. Southern University. Louisiana, USA. Available at: http://www.ictforafrica.org/download/ICT4Africa%20Conference%20Proceedings.pdf
    • Handal, B. (2003). Philosophies and pedagogies of mathematics. Philosophy of Mathematics Education Journal, (13). Available at: http://people.exeter.ac.uk/PErnest/pome17/handal.htm
    • Handal, B. (2002). Rest in Peace: The Stage 5 Syllabus (1997-2003). Reflections, 27(2), 12-16, Mathematical Association of New South Wales.
    • Handal, B. (2000). Teaching in themes: is that easy? Reflections, 25(3), 48-49.

  • Commissioned Reports

    • Stephenson, L., Handal, B., Glynn, R., Watson, K., Demos, R., Sze, C. and Mascorella, J. (2021). Professional Experience in times of COVID-19 at Wiley Park Public School. Case study report commissioned by the NSW Department of Education.
    • Watson, K., Handal, B., Maher, M. (2016). An Evaluation of Science Education in Sydney Catholic Schools. CEO Secondary Schools
    • Watson, K., Handal, B., Walters, E., & Maher, M. (2013). The influence of class size upon NAPLAN performance. Sydney Catholic Office of Education, Sydney.
    • Handal, B., Watson, K., & Maher, M. (2013). Teachers' perceptions of class size. NSW Department of Education and Communities.
    • Handal, B., Watson, K., & Maher, M, (2013). NSW maths and science teachers' choice to rural and/or remote teaching destinations. NSW Department of Education and Communities.
    • Handal, B. (2012). Report on technological pedagogical content knowledge of secondary mathematics teachers in NSW Catholic schools. The University of Notre Dame Australia.
    • Loughland , T., Barr, J., de Villiers , G., Winslade, M., Eady , M., Hay , I., Hadley , F., Humphries , J., Cotton , W., Handal , B., James , S., Whannel , R., Monteleone, C., & Donnelly , D. (2021). Examining the role of the school Professional Experience Coordinator in the NSW Department of Education’s Professional Experience Hub School program: Final report for the NSW Department of Education. NSW Department of Education.​
    • Watson, K., Handal, B., & Maher, M. (2011). An analysis of class size relative to educational outcomes. Sydney Catholic Office of Education, Sydney.

  • Subjects Taught

    • EDUC4000 Curriculum, Pedagogy and Assessment (University of Notre Dame Australia)
    • EDUC6002 Research Methods in Education (University of Notre Dame Australia)
    • EDUC4020 Maths and ICT (University of Notre Dame Australia)
    • EDUC2023 Teaching Methods 1: Mathematics (University of Notre Dame Australia)
    • EDUC2029 Teaching Methods 2: Mathematics (University of Notre Dame Australia)
    • EDUC1011: Digital Technologies (University of Notre Dame Australia)
    • EDUC3026: ICT in Primary Education (University of Notre Dame Australia)
    • RM5106 Quantitative Research Methods (University of Notre Dame Australia)
    • EDUC Mathematics 3 (University of Notre Dame Australia)
    • EDUC3005 Mathematics 4 (University of Notre Dame Australia)
    • ED1007 ICT in Education (University of Notre Dame Australia)
    • ED3005 Mathematics 4 (University of Notre Dame Australia)
    • RM5107 Developing a Research Proposal (University of Notre Dame Australia)
    • ED2203 Networked Learning (University of Notre Dame Australia)
    • ED4710 Digital Rhetoric and Literacy for Teachers (University of Notre Dame Australia)
    • ED1117 Introduction to ICT for Teachers (University of Notre Dame Australia)
    • ED4134 Information Technology for Teaching and Learning (University of Notre Dame Australia)
    • FBE204 Teaching and Learning in Business (Macquarie University,)
    • 013059 Mathematics Teaching Methods 2 (University of Technology Sydney)
    • 013071 Mathematics Teaching Methods 4 (University of Technology Sydney)
    • 100633 Mathematical Patterns & Relationships (University of Western Sydney)
    • 023124 ICT in Education (e-Learning) (University of Technology Sydney)
    • 1001350 Secondary Mathematics Method 2A (University of Western Sydney)
    • 1001351 Secondary Mathematics Method 2B (University of Western Sydney
    • 023135 Learning in Mathematics I (University of Technology Sydney)
    • 023136 Learning in Mathematics II (University of Technology Sydney, 2005)
    • 023120 Professional Learning in Mathematics I (University of Technology Sydney)
    • 023120 Professional Learning in Mathematics II (University of Technology Sydney)
    • 14505   Engineering Mathematics 1 (University of Western Sydney)
    • EDUC6102: Mathematics Curriculum Studies 1 (University of Newcastle)

  • Professional Affiliations

    Australian College of Education
    Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
    Australian Council for Computers in Education
    Information Communication Technology Educators of NSW
    The Mathematical Association of New South Wales
    Australian Association of Mathematics Teachers
    Centre for Research in Mathematics and Science Education

  • Media

  • Community Engagement

    Boris' consultancy activities include running teacher training seminars for non-profit organisations in Cameroon, India and NSW as well as developing numeracy resources for rural primary schools (FAS India). In the South American Andes Boris worked as a managing director of an educational radio station serving Quechua and Aymara rural indigenous communities and working with various NGOs. He also worked at the former NSW Aboriginal Education Unit as a home tutor. An invited member of the Australian Institute for Teachers and School Leadership (AITSL) panel for national accreditation of teacher education programs. Boris is also a member of the Inner Sydney Committee of the Australian College of Educators.

    2013 Presentations:
    NSW Council of Deans of Education – Plane Project
    St Therese Primary School – Using numeracy apps
    ICT Educators of NSW workshop – Maths apps for the K-12 curriculum
    anzMLearn 5th Mobile Learning Research Workshop – Implementing mobile learning programs
    UTS Mobile Learning in Educational Futures Mini-Conference – Appraising maths apps

    2014 Presentations
    McGill University, Alberta – Numeracy in Mobile learning
    Loyola University Maryland – Maths across the curriculum
    The University of San Diego – Using the TPACK model to assess maths apps
    EdMedia AACE 2014 Conference Finland – Implementing mobile programs in schools
    Pontifical Catholic University of Rio of Janeiro – Digital technologies in maths education
    Argentinian Association of Digital Humanities – Digital citizenship in schools
    Pontifical Catholic University of Peru – Class size: myths and realities

  • Awards

    2019 Fellowship (Australian College of Educators)
    2017 Alan Laughlin Award for Educational leadership (Australian College of Educators)
    2010 Vice Chancellor Award for Programs that Enhance Learning Macquarie University
    2005 Minister’s Excellence in the Integration of Information and Communication Technologies 2005 Award. 
    2005 Australian Information Industry Association Mentorship – DET ICT Teachers Awards Program.
    1997 Recipient: Commonwealth Postgraduate Research Award to undertake EdD (University of New England)

  • Websites

    The Maths Internet Guide
    Boris Handal​