Generative AI Pedagogies and Technologies Project
Project Team: Prof. Matt Bower, Dr Jodie Torrington, Dr Jennifer Lai, Dr Hua-Chen Wang, Dr Susan Busatto, A/Prof. John DeNobile, Bronwyn Tregenza, Dr Hye-Eun Chu, A/Prof. Alice Chik, A/Prof. Janet Dutton, Luciana Hong
This project examines the use of generative AI tools for education, including the sorts of tools that teachers are using, the ways students are using generative AI in classes, the benefits and issues teachers identify, and the supports and constraints that teachers experience. From this data, RAISE members have produced the 2026 Typology of Generative AI Tools for Education, and are currently producing a publication of qualitative findings.
Bridging the Academic Vocabulary Gap with AI
Project team: Dr. Hua-Chen Wang; Prof. Penny van Bergen, Dr. Jane Man-Yu Lai, Dr. Brian Ballsun-Stanton, Prof. Tiffany Jones
This project investigates how generative AI tools can support academic vocabulary development and curriculum content learning for primary school children with weaker language skills, including many from English as an Additional Language or Dialect (EALD) backgrounds. Funded by a Google Academic Research Award and the Kirby Foundation, the project designs and pilots an AI-powered vocabulary learning tool that helps children access the academic language they need to engage with curriculum content. A pilot study with Year 3–4 students produced strong preliminary effects, and the team is now extending this work into a larger study embedded in authentic classroom contexts. We are actively seeking school partners for the next phase of this research, so please get in touch if your school would like to be involved.
Meta-analysis of GenAI in School Education
Project team: Dr. Jennifer Lai, Prof. Matt Bower, Debra Williams, Prof. Peter Petocz
This project is undertaking a systematic literature review and meta-analysis of how Generative AI (GAI) is implemented and evaluated in school education, addressing gaps in research that have primarily focused on higher education contexts. It synthesises evidence on teacher and student use of GAI and examines its impacts across multiple dimensions, including learning, attitudes, pedagogy, technology, behaviour, learning design and institutional factors.
Use of AI for pedagogical documentation in ECE
Project team: Jane Athota, Prof. Sandie Wong, Prof. Linda Harrison
This project is part of Jane’s PhD study, situated within the larger Observe, Reflect, Improve Children’s Learning (ORICL) ARC Linkage Project (ARC LP210301171). It explores how infant-toddler educators use AI-powered documentation platforms for documentation and planning purposes, with a focus on how these platforms shape the quality of documentation produced.