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Associate Professor Nicola Johnson

Associate Dean (Research)

Contact Information Telephone: +61 8 6304 3909, Mobile: 0402680883, Email:, Campus: Mount Lawley, Room: ML16228
Staff Member Details
Telephone: +61 8 6304 3909
Mobile: 0402680883
Campus: Mount Lawley  
Room: ML16228  


Nicola is an Associate Dean (Research) and Associate Professor of Digital Technologies in the School of Education.


At Federation University Australia (VIC), Nicola held previous roles as the Deputy Head in the School of Education, the Associate Dean (Engagement) and the Higher Degrees by Research Director in the Faculty of Education and Arts between 2014 and 2018. She has also worked in the Faculty of Education at Monash University (4 years) (VIC) and at the University of Wollongong (3 years) (NSW). Nicola is known as a successful and supportive supervisor enabling the completion of four masters by research and six PhD students since beginning as an academic in 2007.

Professional associations

  • Editorial Review Board member for the Journal of Technology and Teacher Education

Awards and recognition

University and National Research Awards

  • Best Paper Award: Redefining Education Strand, Australian Computers in Education Conference (ACEC). “Ethics of Teaching with Social Media” By Michael Henderson, Glenn Auld and Nicola Johnson, 2014.

Research areas and interests

  • Internet addiction
  • Digital cultures and learning
  • Digital temporalities
  • Critical perspectives on technology and education
  • Students and teachers use of digital technologies within schools
  • Informal learning and expertise
  • Habitus of the new, digital devices, and temporal autonomous spaces


  • Doctor of Philosophy, Deakin University, 2008.


Recent Research Grants

  • Improving parental engagement in children's learning and school readiness through a literacy-based text messaging program. ,  Ian Potter Foundation,  Grant,  2019 - 2022,  $791,459.

Recent Publications (within the last five years)


  • Selwyn, N., Nemorin, S., Bulfin, S., Johnson, N., (2018), Everyday schooling in the digital age: High school, high tech?., 193, Oxfordshire, UK, Routledge.

Book Chapters

  • Johnson, N., (2019), Transforming hopes and visions for 'at-risk' primary students in East Gippsland: A community-school partnership. Educational Researchers and the Regional University, 57-74, Singapore, Springer.
  • Selwyn, N., Nemorin, S., Bulfin, S., Johnson, N., (2017), Toward a digital sociology of school. Digital sociologies, 147-162, Bristol, UK, Policy Press.
  • Johnson, N., (2015), The past is in the present: Images of New Zealand Maori identity. Children's images of identity: Drawing the self and the other, 89-102, Rotterdam, The Netherlands, Sense Publishers.
  • Auld, G., Johnson, N., (2015), Teaching the 'other': Curriculum 'outcomes' and digital technology in the out-of-school lives of young people. Critical perspectives on technology and education, 163-182, New York, USA, Palgrave Macmillan.
  • Johnson, N., (2015), The work of theory in ed-tech research. Critical perspectives on technology and education, 35-50, New York, USA, Palgrave Macmillan.

Journal Articles

  • Johnson, N., (2019), Temporal digital control: Theorizing the use of digital technologies to provide a temporal automonous space. Time and Society, 1-19, United Kingdom, DOI: 10.1177/0961463X19886739.
  • Johnson, N., (2019), Dysfunctional devices in the classroom meet habitus of the new. E-Learning and Digital Media, 16(3), 208-220, DOI: 10.1177/2042753019831385.
  • Selwyn, N., Nemorin, S., Johnson, N., (2017), High-tech, hard work: An investigation of teachers' work in the digital age. Learning, Media and Technology, 42(4), 390-405, DOI: 10.1080/17439884.2016.1252770.
  • Selwyn, N., Nemorin, S., Bulfin, S., Johnson, N., (2017), Left to their own devices: The everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3), 289-310, DOI: 10.1080/03054985.2017.1305047.
  • Johnson, N., Keane, H., (2017), Internet addiction? Temporality and life online in the networked society. Time and Society, 26(3), 267-285, DOI: 10.1177/0961463X15577279.
  • Bulfin, S., Johnson, N., Nemorin, S., Selwyn, N., (2016), Nagging, noobs and new tricks - students' perceptions of school as a context for digital technology use. Educational Studies, 42(3), 239-251.
  • Johnson, N., (2015), Arguing the need for qualitative exploration in the field of emerging digital pathologies. Studia Psychologica, 15(2), 123-137, Poland.
  • Johnson, N., (2014), Symbolic instruments and the Internet mediation of knowledge and expertise. Continuum: Journal of Media and Cultural Studies, 28(3), 371-382, Victoria, Australia, Routledge, DOI: 10.1080/10304312.2014.893986.
  • Auld, G., Johnson, N., (2014), Connecting literacy learning outside of school to the Australian Curriculum in the middle years. Literacy Learning: The Middle Years, 22(2), 22-27, SA, Australia, Australian Literacy Educators' Association.
  • Bulfin, S., Henderson, M., Johnson, N., Selwyn, N., (2014), Methodological capacity within the field of “educational technology” research: an initial investigation. British Journal of Educational Technology, 45(3), 403-414, Oxford UK, Wiley-Blackwell, DOI: 10.1111/bjet.12145.

Conference Publications

  • Plowright, S., Glowrey, C., Green, M., Fletcher, A., Harrison, D., Plunkett, M., Emmett, S., Johnson, N., (2016), Reimagining and transforming identity as researchers and educators: A (con)textual fugue., 20p..
  • Henderson, M., Auld, G., Johnson, N., (2014), Ethics of teaching with social media., 221-227.

Research Student Supervision

Principal Supervisor

  • Doctor of Philosophy: The influence of post-secondary students’ technology use on their epistemological beliefs, conceptions of, and approaches to learning
  • Doctor of Philosophy: Ceding to the ‘Other’: A search for relational teaching praxis
  • Master by Research: Exploring and sharing Australian indigenous narratives
  • Master by Research: An invitation for growth
  • Doctor of Philosophy: A digital moral framework for Australian secondary schools
  • Master by Research: English language instruction online: Co-creating flexible learning environments
  • Doctor of Philosophy: Indian tertiary education students’ perceptions about Internet use for their learning: A case of Punjabi teacher education students
  • Doctor of Philosophy: Intersecting fields: Young people, Internet-based practices and education
  • Master by Research: Using a cyber safety blog: Primary school teachers’ perceptions

Associate Supervisor

  • Doctor of Philosophy: Schools, hegemony and children’s agency: A sociological study with children on their schooling experiences
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