Dr Henderson is a Lecturer in Information Communication Technologies in Education at Monash University. He is the co-leader of the Monash Centre for Educational Multimedia (CEMM) which provides leadership in rigorous empirical research for the advancement of our understanding of teaching and learning and the various roles of technologies.

Dr Henderson’s research lies in the use of ICTs, particularly internet based technologies, in teaching and learning in schools and higher education contexts. Current projects include:

• the role of identity in mediating teacher pedagogy and student learning
• issues of engaging middle phase learners through meaningful online collaborative activites,
• sustaining teachers' (school and university) engagement in professional learning through online communities of practice,
• improving student learning outcomes through designing for online community cohesion.

Some of Dr Henderson's contributions to the research community, which are reflected in the journal articles and conference papers, have been (1) demonstrating that identity is a critical factor in the way in which teachers shape their beliefs and practices about teaching, learning, students and using technology, and (2) that effective and sustained teacher professional development is best achieved through a focus on teacher values and identity within multiple communities of practice.

Dr Henderson has presented at a number of international conferences and published both professional and academic articles in the fields of eLearning and online professional development. His professional publications have been selected for state and national distribution to schools. Dr Henderson has been an invited keynote for four Education Queensland conferences. Three of the conferences focused on Early and Middle Phase of Learning. The fourth was the Model eLearning Schools 2008 conference for principals and school leaders. Each of the keynotes questioned our assumptions about students, learning and teaching, and then demonstrated innovative e-learning strategies which have been shown to lead to meaningful learning.

Dr Henderson also sits on two international peer-reviewed journal editorial advisory boards (AEC and CWIS) and is an editor for an annual special issue for a peer reviewed international journal on e-learning (CWIS). Michael also continues to influence professional practices of school teachers through active participation as a State Council Member of the Victorian ICT in Education teachers association (ICTEV).

• Technology and Learning
• Social technologies (eg. Web 2.0)
• eLearning and Blended learning
• Professional Development
• Digital Games in learning
• Middle Phase/Schooling Learners
• Situated learning and Communities of Practice
• Identity and ICT mediated worlds
• Multiple user virtual environments

I'm fascinated by the way in which ICTs can both empower and threaten teaching and learning. New media, new modes and new social knowledge such as encapsulated by the Second Life phenomenon mean that we need to remain critical of our understanding of what it means to teach, and especially what it means to learn. ICTs are a powerful tool of enculturation shaping our identity and practices across multiple spheres of social activity.

Henderson, M., Shurville, S., & Fernstrom, K. (2009). The quantitative crunch: the impact of bibliometric research quality assessment exercises on academic development at small conferences. Campus-Wide Information Systems, 26(3).

Henderson, M. (2008). Engaging eLearning strategies: role plays, debates and soap-operas. Proceedings of the Australian Computers in Education Conference 2008. Canberra: Australian Council for Computers in Education.

Holkner, B., Romeo, G., Henderson, M., Auld, G., Russell, G., Seah, W.T., and Fernando, A. (2008). Exemplar schools: Using innovative learning technologies (DEEWR Report). Canberra: Department of Education, Employment and Workplace Relations. Retrieved from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/ExemplarSchoolsUsingInnovativeLearningTechnologies.aspx

Henderson , M., Fernando, A., Holkner, B., Auld, G., Russell, G., Seah, W., Romeo, G. (2008). Exemplar Schools: Digistories of using innovative learning technologies. (DEEWR Report: Multimedia) Melbourne: Monash University. Retrieved from: http://cemm.educ.monash.edu.au/Exemplar.

Henderson, M. & Bradey, S. (2008). Shaping online teaching practices: the influence of professional and academic identities. Campus-Wide Information Systems, 25(2). Pp.85-92.

Henderson, M. (2008). Relationships are more important than content: designing effective Professional Development within a Community of Practice approach. Proceedings of the Society for Information Technology Education Conference 2008. Las Vegas: AACE.

Henderson, M. & Bradey, S. (2008). Recognising the importance of identity in the development of academics' pedagogical beliefs and web-enhanced teaching practices. Proceedings of the Society for Information Technology Education Conference 2008. Las Vegas: AACE.

Henderson, M. (2007). Managing Chat. Education Technology Solutions, 21. pp. 28-30.

Henderson, M. (2007). Shared Repertoire of Communities of Teaching Practice and their role in sustaining online professional development courses. Australian Association for Research in Education Conference 2007. November 2007, Fremantle.

Henderson, M. (2007). Strategies for email and discussion forums. The education Technology Guide, 20. pp. 26-28.

Henderson, M. (2007). Sustaining online teacher professional development through community design. Campus-Wide Information Systems, 24(3). Pp.162-173.

Henderson, M. (2007). Online Communication and Collaboration: a new kind of teaching? The Education Technology Guide, 18. pp. 52-54.

Henderson, M. (2006). Sustaining the professional development of teachers through a model of community of practice. Australian Association for Research in Education Conference 2006. November 2006, Adelaide.

Henderson, M. (2006). Fostering community cohesion to sustain small scale online professional development courses. Australian Educational Computing, 21(2). pp.9-15.

Henderson, M. (2006). Using community cohesion to sustain online professional development. Proceedings of the Australian Computers in Education Conference 2006. Cairns: Australian Council for Computers in Education.

Henderson, M. (2006). Using online community design to sustain teacher professional development. In K. Fernstrom & K. Tsolakidis (Eds.), Proceedings of the International Conference on Information Communications Technologies in Education 2006, 270-274. Abbotsford, Canada: UCFV Press.

Henderson, M. (2006). Online Communication and Collaboration: a new kind of teaching? QUICK: Journal of the Queensland Society for Information Technology in Education, 101(Summer). pp. 10-17.

Henderson, M. & Henderson, L. (2006). Content Design for Online Learning. QUICK: Journal of the Queensland Society for Information Technology in Education, 99(Winter). pp.3-8.

Henderson, M. (2006). Planning for Integrating Online Learning. QUICK: Journal of the Queensland Society for Information Technology in Education, 98(Autumn). pp.11-19.

Baskin, C., & Henderson, M. (2005) Ariadnes Thread: using social presence indices to distinguish learning events in face-to-face and ICT-rich settings. ELearning, 2(3). pp.252-261.

Anderson, N., & Henderson, M. (2004) e-PD: blended models of sustaining teacher professional development in digital literacies. ELearning, 1(3). pp.383-394.

Henderson, M. (2004). Sustaining the Professional Development of Teachers through a Virtual Learning Environment: Promoting Effective Teaching with ICT. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004, 3061-3066. Chesapeake, VA: AACE.

Baskin, C., & Henderson, M. (2004) Semiotic Spaces & Teaching Places The Role of ICTs in Regenerating Teaching Practice. Symposium Paper Shared Spaces between Teacher Education and Higher Education. Australian Teacher Education Association Conference. Bathurst July, 2004.

Postgraduate supervision is offered to students across a broad range of areas. If you are interested in becoming a postgraduate student at CEMM then contact Dr Henderson.

Recent and current supervision includes topics such as:

• The role of self-efficacy in the adoption of blended teaching practices.
• International students' belief transformation in teaching with technology.
• ICT pedagogy and curriculum integration in Queensland Catholic schools.
• Creativity and Risk taking - using ICTs in the Arts.
• Clinical Simulation in the Education of Nurses.
• Collaborative Simulations in an online marketing course.
• Maximizing effectiveness of on-line adult learning in HK and Australia.
• Females in the IT Domain: Participation, Perceptions and Choices.