Associate Professor Rachael Adlington
Coordinator, Accreditation and Initial Teacher Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education
Phone: +61 2 6773 4224
Email: rachael.adlington@une.edu.au
Biography
Associate Professor Rachael Adlington is the coordinator, initial teacher education accreditation in the School of Education, University of New England. Rachael ensures the quality and continued improvement of all initial teacher education courses in the School, initiating and orchestrating innovative approaches to teaching and learning. As an academic, Rachael works with Education students to become proficient users of Information and Communication Technologies to enhance teaching and learning. Rachael is also an experienced primary school teacher, specialising in the teaching of literacy and technology. Her research interests include the new literacy practices emerging alongside new technologies; co-authorship in online spaces such as blogs, children as online authors; systemic functional linguistics, social semiotics, multiliteracies; the role of technology in all levels of education; initial teacher education, ongoing teacher education and change management in tertiary contexts; and, online learning and online professional learning and development.
Qualifications
Doctor of Philosophy (Australian Catholic University)
Bachelor of Education (Primary) (Southern Cross University)
Awards
Reviewer of the year, 2019, Australian Journal of Educational Technology
Teaching Areas
ICT Education
Research Interests
blogs, Web 2.0 literacies, technology in education, multiliteracies, young children as web 2.0 authors, initial teacher education, online learning, online professional learning and development.
Publications
Journal articles
Adlington, R., Charteris, J., & Nye, A. (2023). Formative performance assessment in preservice teacher education – working through the black boxes. Asia-Pacific Journal of Teacher Education, 51(1). https://doi.org/10.1080/1359866X.2022.2162848
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., Reyes, V., & Parkes, M. (2020). The potential of online technologies in meeting PLD needs of rural teachers. Australasian Journal of Educational Technology, 1-15. https://www.tandfonline.com/doi/pdf/10.1080/1359866X.2020.1849538
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., Reyes, V., & Parkes, M. (2019). Developing, situating and evaluating effective online professional learning and development in schools: A review of some theoretical and policy frameworks. Australian Educational Researcher, 46(3), 405-424. https://link.springer.com/article/10.1007/s13384-018-00297-w
Adlington, R., & Feez, S. (2019). Reading, writing and co-authorship in blogs. Australian Journal of Language and Literacy, 42(1), 5-16.
Alshammari, R., Parkes, M., & Adlington, R. (2018). Factors influencing Saudi Arabian Preparatory Year students' skills and attitudes in the use of mobile devices in learning English as a Foreign Language. International Journal of Research Studies in Educational Technology, 7(1), 9-27. DOI: https://doi.org/10.5861/ijrset.2018.3002
Alshammari, R., Parkes, M., & Adlington, R. (2017). Using WhatsApp in EFL Instruction with Saudi Arabian University Students. Arab World English Journal, 8(4). DOI: https://dx.doi.org/10.24093/awej/vol8no4.5
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., Reyes, V., & Parkes, M. (2019). Developing, situating and evaluating effective online professional learning and development in schools: A review of some theoretical and policy frameworks.Australian Educational Researcher, 46, 405-424. https://link.springer.com/article/10.1007/s13384-018-00297-w
Adlington, R. (2019). The multimodal blog: co-authored texts in the primary and middle years classroom. In H. de Silva Joyce & S. Feez (eds.), Multimodality Across Classrooms: Learning About and Through Different Modalities (Routledge Studies in Multimodality Series - K. O’Halloran, series editor) (pp. 128 – 143). London & New York: Routledge.
Adlington, R., & Feez, S. (2019). Reading, writing and co-authorship in blogs. Australian Journal of Language and Literacy, 42(1), 5-16.
Alshammari, R., Parkes, M., & Adlington, R. (2018). Factors influencing Saudi Arabian Preparatory Year students' skills and attitudes in the use of mobile devices in learning English as a Foreign Language. International Journal of Research Studies in Educational Technology, 7(1), 9-27. DOI: https://doi.org/10.5861/ijrset.2018.3002
Alshammari, R., Parkes, M., & Adlington, R. (2017). Using WhatsApp in EFL Instruction with Saudi Arabian University Students. Arab World English Journal, 8(4). DOI: https://dx.doi.org/10.24093/awej/vol8no4.5
Parkes, M., Gregory, S., Fletcher, P., Adlington, R., & Gromik, N. (2015). Bringing people together while learning apart: Creating online learning environments to support the needs of rural and remote students. Australian and International Journal of Rural Education, 25(1), 66-78. https://journal.spera.asn.au/index.php/AIJRE/article/view/96
Adlington, R. (2014). Exploiting the distinctiveness of blogs to overcome geographic isolation. Australian and International Journal of Rural Education, 24(3), 1-13.
Quinn, F., & Adlington, R. (2010). Coupling online quizzes with interactive digital content: familiarising pre-service teachers with resources available for science and sustainability. DE Quarterly, 4, 1-2.
Tynan, B., Adlington, R., Stewart, C., Sims, R., Shanahan, P., & Vale, D. (2010). Managing projects for change: Contextualised project management. Journal of Distance Education (Online), 24(1), 187
Stewart, C., & Adlington, R. (2009). Shall we dance? Managing change from print-based to interactive networked learning. International Journal of Knowledge, Culture and Change Management, 9(9), 93-104.
Stewart, C., & Adlington, R. (2009). Changing direction with teacher educators in distance education provision. Journal of the International Society for Teacher Education, 13(2), 62-70.
Adlington, R., & Hansford, D. (2009). Digital spaces and young people's online authoring: challenges for teachers. Australian Journal of Language and Literacy, 32(1, 2), 55-68, 94.
Book chapters
Adlington, R. (2019). The multimodal blog: co-authored texts in the primary and middle years classroom. In H. de Silva Joyce & S. Feez (eds.), Multimodality Across Classrooms: Learning About and Through Different Modalities (Routledge Studies in Multimodality Series - K. O’Halloran, series editor) (pp. 128 – 143). Routledge.
Stewart, C., & Adlington, R. (2010). Changing direction with teacher educators in distance education provision. In W. Halloway & J. Maurer (Eds.), International Research in Teacher Education: Current Perspectives (pp. 225-238). Kardoorair Press. http://isfte.org/Default.aspx?p=26
Stewart, C., & Adlington, R. (2010). Dance of change: Print-based distance education to creative networked learning. In W. Kinuthia & W. Taylor (Eds.), Cases 'n' Places: Global Cases in Performance and Educational Technology. Information Age Publishing.
Conference Proceedings and Papers
Adlington, R. (2017). Teddy bear, teddy bear: Modal hybridity and the co-constructed blog. In P. Chappell & J. S. Knox (Eds.), Transforming Contexts: Papers from the 44th International Systemic Functional Congress (pp. 26 - 32). Wollongong, Australia: The Organising Committee of the 44th International Systemic Functional Congress.
Adlington, R. (2013). Hierarchy of periodicity in blogs. Paper presented at the Australian Systemic Functional Linguistics Association National Conference, Melbourne, Australia.
Adlington, R. (2013). Blogs: Understanding and capitalizing on ‘newness’. Paper presented at the Australian Association for the Teaching of English/Australian Literacy Educators' Association, Brisbane, Australia.
Adlington, R., Parkes, M., & Unsworth, L. (2011). Herding Cats: The collection, classification and analysis of web-based content for online researchers Proceedings of the 'Bridging the Gap’ postgraduate research conference. University of New England, Armidale, 2010.
Adlington, R., & Harvey, H. (2010). Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects. Paper presented at the Australian Computers in Education Conference, Melbourne, Australia.
Adlington, R. (2009). Reading beyond the lines? The role of digital texts and technology in reading groups. Conference proceedings of the National Conference for Teachers of English and Literacy. Hobart, Tasmania.
Adlington, R., & Hansford, D. (2008). Digital spaces and young people’s online authoring: Challenges for teachers. Conference proceedings of the Australian Association for the Teaching of English/Australian Literacy Educators' Association National Conference. Adelaide, Australia.
Tynan, B., Stewart, C., Adlington, R., Littledyke, M., & S., S. (2008). Participatory action research for professional development: Changing our approach to distance learning. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne.
Adlington, R., Unsworth, L., & Parkes, M. (2006). ICT and beginning literacy pedagogy: constructing electronic texts in the early years. Paper presented at the ‘Bridging the Gap’ postgraduate conference, University of New England, Armidale.
Reports
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., & Reyes, V. (2016). Reach and scope for Primary Connections online professional learning and development: A sector scan and review of science and literacy initiatives (commissioned report for the Australian Academy of Science). Armidale, NSW, University of New England.
Reading, C., & Adlington, R. (2008). Integrating Mathematics and Quality Teaching in Isolated Schools Through Technology (Evaluation included in the final ASISTM project report). Armidale, NSW: University of New England, SiMERR – National Centre.
Thesis
Adlington, R. (2016). Young children’s online authoring: the Techno-semiotic co-construction of blogs (Doctoral thesis), Australian Catholic University. http://researchbank.acu.edu.au/theses/618/
Memberships
Australian Literacy Educator's Association
Australasian Journal of Educational Technology – reviewer
Australian and International Journal of Rural Education – reviewer
Media and Communication – invited reviewer
Consultancy Interests
blogs, Web 2.0 literacies, technology in education, multiliteracies, young children as web 2.0 authors, initial teacher education, online learning, online professional learning and development.
