Research Trajectory
From Education Technology to Learning Integrity
While researching educational technology and teachers’ ICT integration, I observed that access and outcomes did not necessarily reflect meaningful learning. This led me to question how learning is evaluated and shifted my focus to learning integrity. I began prioritizing evidence that captures how students learn, engage, and demonstrate understanding throughout the learning process.
🎓 Foundations in Educational Technology
My early exposure to educational technology began during my graduate studies and field-based research. During my master’s degree, this interest became central to my thesis study, in which I examined how teachers were prepared to use technology into their classroom using the TPACK framework. I found that while teachers had strong pedagogical knowledge, their technological confidence and ability to integrate technology varied widely.
Through this work, I realized that educational technology shapes how learning occurs and increases access to diverse learning opportunities. However, its impact depends largely upon its capability for effective implementation. This realization shifted my focus from mere adoption of educational technology to examining how it can be implementation to make learning processes visible and meaningful.
🧩 Learning Integrity in the Age of Generative AI
With the widespread adoption of GenAI tools in education, a deeper challenge emerged of
👉 how can educational technology be designed to ensure learning credibility without undermining academic integrity?
As I engage in research on GenAI and academic integrity tools, I observed that most approaches prioritized on final submission often missing out the learning journey. This raised a question for me, whether the final submission can be the sole evidence of credible learning and academic integrity.
🧠Learning Integrity as Process and Evidence
This led to my growing interest in learning integrity. Specifically, I began examining whether learning activities, processes, and evidence genuinely reflect learners’ understanding and engagement. My recent research proposes a 3P framework (Person, Process, Product) for academic integrity. This framework suggests that educational tools need to address all three dimensions to support fair academic integrity decisions and enhance student learning.
🌏 Knowledge Sharing
I have shared this work through workshops and presentations in both national and international settings, including in ACE and NELTA. These experiences have further shaped my perspective on the importance of designing educational technology that supports reflection, enables formative feedback and generates credible learning evidence.