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Associate Professor Nicola Johnson

Associate Dean (Research)

Staff Member Details
Telephone: +61 8 6304 3909
Mobile: 0402 680 883
Campus: Mount Lawley  
Room: ML16.228  

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


Nicola researches the intersections of sociology, technology and education within both social and formal settings. She utilises a range of critical theories to problematise and address interesting issues across various disciplines and fields.

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

  • Cyber Security Education, curriculum, skills and taxonomies
  • The sociology of digital technologies in education
  • Temporalities
  • Critical theories
  • Internet addiction.


  • Doctor of Philosophy, Deakin University, 2008.

Research Outputs

Journal Articles

  • Johnson, N. (2020). Temporal digital control: Theorizing the use of digital technologies to provide a temporal automonous space. Time and Society, 29(3), 794-812.
  • Selwyn, N., Nemorin, S., Bulfin, S., Johnson, N. (2020). The ‘obvious’ stuff: Exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37(June 2020), 1-14.

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). Springer.

Journal Articles


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

Book Chapters

  • Selwyn, N., Nemorin, S., Bulfin, S., Johnson, N. (2017). Toward a digital sociology of school. Digital sociologies (147-162). Policy Press.

Journal Articles

Journal Articles

  • 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.

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. AARE Conference Proceedings (20p.). AARE.

Book Chapters

  • 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). Sense Publishers.
  • Johnson, N. (2015). The work of theory in ed-tech research. Critical perspectives on technology and education (35-50). Palgrave Macmillan.
  • 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). Palgrave Macmillan.

Journal Articles

  • Johnson, N. (2015). Arguing the need for qualitative exploration in the field of emerging digital pathologies. Studia Psychologica, 15(2), 123-137.

Journal Articles

  • 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.
  • 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.
  • Johnson, N. (2014). Symbolic instruments and the Internet mediation of knowledge and expertise. Continuum: Journal of Media and Cultural Studies, 28(3), 371-382.

Conference Publications

  • Henderson, M., Auld, G., Johnson, N. (2014). Ethics of teaching with social media.

Journal Articles


  • Johnson, N. (2009). The multiplicities of Internet addiction: The misrecognition of leisure and learning. Ashgate Publishing Limited.

Research Projects

  • Undergraduate cybersecurity education in Australia - does it meet the mark?, Cyber Security Research Centre Ltd, Cyber Security Research Centre PhD Scholarship, 2020 ‑ 2023, $180,000.
  • Physiological indicators of stress during Cybersecurity work, Cyber Security Research Centre Ltd, Cyber Security Research Centre PhD Scholarship, 2020 ‑ 2023, $180,000.
  • Improving parental engagement in children's learning and school readiness through a literacy-based text messaging program. , Ian Potter Foundation, Grant, 2019 ‑ 2022, $209,000.

Research Student Supervision

Principal Supervisor

  • Doctor of Philosophy, An exploration of mobile learning technology affordances to facilitate EFL authentic tasks in a tertiary setting in Vietnam
  • Doctor of Philosophy, Digital Enhancement of Senior Secondary Dance Assessment
  • Doctor of Philosophy, Design and technology in Western Australia: Exploring the journey of pre-service teachers
  • Doctor of Philosophy, Cyber Security Education in Australia: Does it meet the mark?
  • Doctor of Philosophy, Empowering education support staff in their interpretation and implementation of a regional secondary college reading intervention program
  • Master of Education, Exploring a semi-immersive experiential program and the development of 21st century skills with early adolescent boys

Co-principal Supervisor

  • Doctor of Philosophy, Efl undergraduate students' experiences and perspectives of flipped classrooms in a blended learning environment in one vietnamese university
  • Doctor of Philosophy, Blended learning in teaching English to vietnamese university students: From EFL lecturers' perspectives

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
  • Doctor of Philosophy: Indian tertiary education students’ perceptions about Internet use for their learning: A case of Punjabi teacher education students
  • Doctor of Philosophy: A digital moral framework for Australian secondary schools
  • Master by Research: Exploring and sharing Australian indigenous narratives
  • Master by Research: English language instruction online: Co-creating flexible learning environments
  • Master by Research: Using a cyber safety blog: Primary school teachers’ perceptions
  • Master by Research: An invitation for growth
  • Doctor of Philosophy: Intersecting fields: Young people, Internet-based practices and education

Associate Supervisor

  • Doctor of Philosophy, Generation 1.5 learners: Using an arts-informed, grounded theory approach to understanding how these students managed their undergraduate studies in a Perth-based, public university in Western Australia over an academic year.
  • Doctor of Philosophy: Schools, hegemony and children’s agency: A sociological study with children on their schooling experiences
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