Simon Crook has recently completed his PhD with the Sydney University Physics Education Research (SUPER) group looking into the the impact of 1:1 laptops and the Digital Education Revolution (DER) on teaching and learning in the sciences in high schools in Sydney, Australia. He is now Honorary Associate, helping liaison between SUPER, schools and NESA, particularly in light of the new Physics syllabus.
Simon taught high school physics in 5 schools in the UK and Australia from 1994 to 2008. He was an Adviser to around 150 schools, K-12, in the Catholic Education Office Sydney 2008-2014. In 2015, Simon started his own STEM education consultancy, CrookED Science, helping primary schools implement the new Science & Technology syllabus and secondary schools deliver the new HSC science syllabuses.
Honorary Associate, The University of Sydney
Founder, CrookED Science
Adviser, Catholic Education Office, Sydney
Science Teacher, 5 schools in UK and Australia
University of Sydney, PhD (Physics Education Research)
University of Warwick, PGCE Physics & Science
University of Manchester, BSc (Hons) Physics
Evaluating the Impact of 1: 1 Laptops on High School Science Students and Teachers, University of Sydney (PhD thesis)
Watching the pendulum swing: changes in the NSW physics curriculum and consequences for the discipline, Australian Physics
Teachers’ Transition into a 1:1 Laptop Environment: A Longitudinal Case Study of Four Science Teachers over 5 Years, International Journal of Innovation in Science and Mathematics Education
Comparison of technology use between biology and physics teachers in a 1:1 laptop environment, Contemporary Issues in Technology and Teacher Education
An Evaluation of the Impact of 1:1 Laptops on Student Attainment in Senior High School Sciences, International Journal of Science Education
Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools, Australasian Journal of Educational Technology
Bloom-ing heck! The activities of Australian science teachers and students two years into a 1: 1 laptop program across 14 high schools, International Journal of Innovation in Science and Mathematics Education