Boris Handel

Dr Boris Handal
BEd (Hon), MEd (Cowan), PGCertEdSt (Melb), EdD (Sydney)
Associate Professor

Email: Boris.Handal@nd.edu.au
Phone: (02) 8204 4200

Biography
Dr Boris Handal is an Associate Professor, ICT Lecturer in the Sydney School of Education and coordinates various e-learning subjects for primary and secondary school teaching courses. Before joining Notre Dame, Dr Handal taught undergraduate and postgraduate students in the fields of pure mathematics, primary and secondary mathematics education methods and eLearning units at the University of Technology Sydney, University of Newcastle, University of Western Sydney and Macquarie University.

Dr Handal has achieved a Doctorate in Education from the University of Sydney in the area of Curriculum Development following advanced research methodology studies at the University of New England. He has earned a Bachelor of Education (Honours) in Secondary Mathematics Teaching from the Higher Pedagogical Institute of Peru and a Masters of Education from Edith Cowan University (Perth). At the University of Melbourne, he completed postgraduate studies in the area of information and communication technologies in education and training.

Dr Handal has published widely on various educational issues in academic journals and conference proceedings. His research topics include curriculum development, implementation and evaluation in mathematics education, teaching and learning, instructional design and online learning technologies in school and higher education.
Teaching Areas
Educational Research
ICT in Education
Mathematics Education
Research Expertise and Supervision
ICT in education
Instructional design
Mathematics education
Teaching and learning
Academic development
Clinical education

 

Research & Engagement

Books
  • Handal, B. (in press). Mobile learning makes learning free: building conceptual, professional and institutional capacity. Charlotte, NC: Information Age Publishing.
  • Handal, B. (2012). Eve Nicklin: She of the brave heart. New Jersey: CreateSpace.
  • Handal, B. (2005). Classroom management in action. Sydney: Dominie.
  • Handal, B. (1985). El Concurso en Lo Alto. Lima: Propaceb.
Book Chapters
  • Handal, B. (2013). Global Scholars as Ambassadors of Knowledge. In F. Rawling and C. Mason (Eds.) Academic Migration, Discipline Knowledge and Pedagogical Practice: Voices from the Asia Pacific (pp. 27-38). Springer.
  • Rowe, A., Solomonides, I., & Handal, B. (2010). Collaborating with peer observation: learning from each other. LEAD Series – Macquarie University. Available at: http://www.businessandeconomics.mq.edu.au
  • Handal, B., Marcovitz, D., Ritter, R., & Madigan, D. (in press) Rethinking BYOD Models and Student’s Control. Making mLearning Last? Harnessing Trends and Challenging Orthodoxies (Edited by Helen Farley, Angela Murphy and Laurel Dyson).
Journal Articles and Proceedings
  • Handal, B. Watson, K., Petocz, P., & Maher, M. (in press). Choosing teaching in rural and remote schools: the zone of free movement. Education Research and Perspectives.
  • Pelletier, R., Handal, B., Khalil, J. & Frances, T. (in press). Cyberbullying – where does a school authority’s liability in tort end? The Western Australian Jurist.
  • Handal, B., & Watson, K, (in press). La implementación de las tecnologías mobiles en las escuelas. I Jornadas Nacionales de Humanidades Digitales: Culturas, Tecnologías, Saberes (17-19, November 2014). Buenos Aires. Asociación Argentina de Humanidades Digitales (AAHD).
  • Handal, B., Watson, K., Fellman, M., Maher, M. & White, M. (2015). Unpacking the beliefs and attitudes of Australian HREC members: an examination of influences on reviewer decision-making. Research in Ethical Issues in Organizations, 9(13), 139-153.
  • Handal, B., Watson, K., & Maher, M. (2015). Multi-positioning mathematics class size: teachers’ views. International Journal for Mathematics Teaching and Learning, 1-14.
  • Handal, B., Maher, M., & Watson, K., (2014). From large to small classes: A classroom window. Australasian Canadian Studies, 31(1-2), 53-72.
  • Handal, B., Novak, A., Watson, K., Maher, M., MacNish, J., & Eddles-Hirsch, K. (2014). Numeracy education through mobile apps. Australian Journal of Middle Schooling, 14(1), 28-37.
  • Handal, B., Campbell, C., Cavanagh, M., & Dave, K. (2014). Appraising maths apps using the TPACK model. 15th Australasian Computer Education Conference (pp. 169-187), Adelaide, South Australia.
  • Handal, B., Ritter, R. & Marcovitz, D. (2014). Implementing Large Scale Mobile Learning School Programs: To BYOD or not to BYOD. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 755-760). Chesapeake, VA: AACE.
  • Handal, B., MacNish, J., & Petocz, P. (2013). Academics adopting mobile devices: The zone of free movement. In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ASCILITE 2013 Sydney. (pp.350-361).
  • Handal, B., El-Khoury, J., Cavanagh, M., & Campbell, C . (2013). A framework for categorising mobile learning applications in mathematics education. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 142-147). Canberra: IISME. Available at: http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/6933
  • Handal, B., MacNish, J, & Petocz, P. (2013). Implementing mobile learning in tertiary environments: Instructional, curricular and organisational matters. Education Sciences, 3(4), 359-374. Available at: http://www.mdpi.com/2227-7102/3/4/359/pdf
  • Groenlund, C., & Handal, B. (2013). Contemporary issues in clinical dental teaching. Journal of Contemporary Dental Practice, 14(3), 501-510.
  • Handal, B. (2013). Mapping numeracy across the middle years. Reflections, 38(3), 9-10.
  • Handal, B., Watson, K., Petocz, P. & Maher, M. (2013). Retaining mathematics and science teachers in rural and remote schools. Australian and International Journal of Rural Education, 3(3), 13-28.
  • Watson, K, Handal, B., Maher, M. & McGinty, Erin. (2013). Globalising the class size debate: myths and realities. Journal of International and Comparative Education, 2(2), 72-85. Available at: http://crice.um.edu.my/downloads/3Watson%20et%20al.pdf
  • Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Pedagogical content kowledge (TPACK) of secondary mathematics teachers. Contemporary Issues in Technology and Teacher Education, 13(1). Available at: http://www.citejournal.org/vol13/iss1/mathematics/article1.cfm
  • Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2012). Integrating technology, pedagogy and content in mathematics education. Journal of Computers in Mathematics and Science Teaching, 31(4), 387-413.
  • Cahir, J., Huber, E., Handal, B., Dutch, J., & Nixon, M. (2012). Using interactive technologies to support student study skills. Youth Studies Australia, 31(1), 34-42. Available at: http://www.acys.info/__data/assets/pdf_file/0004/53248/YSA_Mar2012_paper_studyMATE.pdf
  • Handal, B., Wood, L., & Muchatuta, M. (2011). Learning from students: the business experience. e-Journal of Business Education & Scholarship of Teaching, 5(1), 1- 17. Available at: htp://www.ejbest.org/upload/eJBEST_Handal,_Wood_Muchatuta_2011_1.pdf
  • Handal, B., Cavanagh, M., Wood, L., & Petocz, P. (2011). Factors leading to the adoption of a learning technology: the case of graphics calculators. Australasian Journal of Educational Technology, 61(2), 70-75.
  • Handal, B., Groenlund, C.,& Gerzina, T. (2011). Academic attitudes amongst educators towards eLearning tools in dental education. International Dental Journal, 61(2), 70-75.
  • Handal, B., & Huber, E. (2011). Development of the new academic: the case for blended delivery. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34 (pp. 150 - 160). Gold Coast, Australia, 4 - 7 July 2011.
  • Huber, E., Handal, B., Dutch, J., & Nixon, M. (2010). Using SMS and other Interactive Technologies to Foster Student Study Skills in the Transition Phase. Proceedings of the Global Asia-Pacific Conference on Learning and Technology, (pp. 3318-3323), AACE.
  • Handal, B., Groenlund, C., & Gerzina, T. (2010). Dentistry students’ perceptions of learning management systems. European Journal of Dental Education, (14), 50-54.
  • Handal, B. (2009).Matematik Pedagojisi ve Felsefesi. Elementary Education Online, 1(3). Available at: http://ilkogretim-online.org.tr/vol8say1/v8s1c1.doc
  • Handal, B. (2008). Students as mathematical modellers – using box-and-whisker plots. Reflections, 33(1), 48-49.
  • Handal, B. (2008). Visualising parabolas and straight lines. Proceedings of the 2007 Annual Conference of the Mathematical Association of New South Wales, Sydney. Reflections, 33(4), 21-22.
  • Handal, B. (2007). Binomial theorem and binomial probability online. Reflections, proceedings of the 2006 Annual Conference of the Mathematical Association of New South Wales, Sydney.
  • Handal, B., Handal, P., & Herrington, T. (2006). Evaluating maths education websites: teachers’ tools. Australian Primary Mathematics Classroom, 11(2), 8-14.
  • Handal, B. (2006). Bilinguismo y el Registro Matematico Aymara (Bilingualism and the Aymara Mathematics Register).Paper presented at the VII International Conference of the Association of Iberian and Latin American Studies of Australasia. University of Technology Sydney, September 2006. Agulha, Revista de Cultura (61). Available at: www.revista.agulha.nom.br/ag61handal.htm
  • Handal, B. (2005). The Maths Internet Guide: A teaching story. Reflections, 30(2) 15-16. Mathematical Association of New South Wales.
  • Handal, B. (2005). My teaching story. Reflections, 30(2) 16-19. Mathematical Association of New South Wales.
  • Handal, B., Handal, P., & Herrington, T. (2005). Evaluating maths education websites: teachers’ tools. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 153-165, Sydney.
  • Handal, B., & Herrington, T. (2005). Getting school maths online: Challenges and possibilities. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 146-152, Sydney.
  • Handal, B., Chinnappan, M, & Herrington, T. (2004). Adopting graphics calculators in NSW. Proceedings of the 2nd National Conference on Graphing Calculators (pp. 29-43). University Sains Malaysia. Available at: http://math.usm.my/Events/NCGC04Proc/PDF/BorisHandal.pdf
  • Handal, B. (2004). La cultura hispano-arabe en Latinoamerica. Polis, Journal of the Universidad Bolivariana, (3) . 9. Available at: http://www.revistapolis.cl/9/lacul.htm
  • Handal, B. (2004). Teachers’ instructional beliefs about integrating educational technology. e-Journal of Instructional Science and Technology, 17(1). Available at: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htm
  • Handal, B., & Bobis, J. (2004). Teaching and learning mathematics thematically: Teachers’ perspective. Mathematics Education Research Journal, 16(1), 3-18.
  • Handal, B., & Herrington, T. (2004). On being dependent and independent in computer based learning environments. e-Journal of Instructional Science and Technology, (7)2. Available at: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htm
  • Handal, B., & Bobis, J. (2004). Instructional styles in the teaching of mathematics thematically. In D. Burghes & T. Zsalontai (Eds.), Series of International Monographs on Mathematics Teaching Worldwide: Monograph 1 (pp.77-86). University of Exeter: Centre for Innovation in Mathematics Teaching.
  • Handal, B., & Bobis, J. (2003). Instructional styles in teaching mathematics thematically. International Journal of Mathematics Teaching and Learning. Available at: http://www.cimt.plymouth.ac.uk/journal/handalbobis.pdf
  • Handal, B., Handal, P., & Herrington, A. (2003). Training teachers in evaluating educational tutorial software. Electronic Journal for Technology in Education, 2(1). Available at: http://ejite.isu.edu/Volume2No1/handal.htm
  • Handal, B., & Herrington, T. (2003). Mathematics teachers’ beliefs’ and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
  • Handal, B. (2003). Constructivist and behaviourist teachers. International Online Journal of Mathematics and Science Education. Available at http://www.upd.edu.ph/~ismed/online/articles/profiling/abstract.htm
  • Handal, B., & Herrington (2003). Re-Examining categories of computer-based learning in mathematics education. Contemporary Issues in Technology and Teacher Education, 2(1). Available at: http://www.citejournal.org/vol3/iss3/mathematics/article1.cfm
  • Handal, B. (2003). Teachers’ mathematical beliefs: a review. The Mathematics Educator, 13(2), 47-57. Available at: http://math.coe.uga.edu/tme/issues/v13n2/v13n2.Handal.pdf
  • Handal, B. (2003). Philosophies and pedagogies of mathematics. Philosophy of Mathematics Education Journal, (13). Available at: http://people.exeter.ac.uk/PErnest/pome17/handal.htm
  • Handal, B. (2002). Rest in Peace: The Stage 5 Syllabus (1997-2003). Reflections, 27(2), 12-16, Mathematical Association of New South Wales.
  • Handal, B. (2002, September). Teachers’ beliefs and gender, faculty position, teaching socio-economic area, teaching experience and academic qualifications. Proceedings of the 2002 International Biannual Conference of the UWS Self Research Centre (pp. 1-6), Sydney. Available at: http://edweb.uws.edu.au/self/Conferences/2002_CD_Handal.pdf
  • Handal, B., Bobis, J., & Grimison, L. (2001). Teacher’ mathematical beliefs and practices in teaching and learning thematically. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the Twenty-Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc (pp. 265-272), Sydney: MERGA.
  • Handal, B. (2000). Teaching in themes: is that easy? Reflections, 25(3), 48-49.
  • Handal, B., & Herrington, T. (2000). Students’ beliefs about the usefulness of school mathematics: A case study in Macau. Southeast Asian International Journal of Science and Mathematics Education, 23(1), 1-13.
Conference Papers
  • Handal, B., Ritter, R. & Marcovitz, D. (2014). Implementing Large Scale Mobile Learning School Programs: To BYOD or not to BYOD. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 755-760). Chesapeake, VA: AACE.
  • Handal, B., MacNish, J., & Petocz, P. (2013). Academics adopting mobile devices: The zone of free movement. In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp.350-361). Handal, B., Campbell, C., Cavanagh, M., & Dave, K. (in press). Appraising maths apps using the TPACK model. 15th Australasian Computer Education Conference (ACE 2013), Adelaide, South Australia.
  • Handal, B., El-Khoury, J., Cavanagh, M., & Campbell, C . (2013). A framework for categorising mobile learning applications in mathematics education. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 142-147). Canberra: IISME. Available at: http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/6933
  • Handal, B., & Huber, E. (2011). Development of the new academic: the case for blended delivery. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34 (pp. 150 - 160). Gold Coast, Australia, 4 - 7 July 2011.
  • Huber, E., Handal, B., Dutch, J., & Nixon, M. (2010). Using SMS and other Interactive Technologies to Foster Student Study Skills in the Transition Phase. Proceedings of the Global Asia-Pacific Conference on Learning and Technology, (pp. 3318-3323), AACE.
  • Handal, B., Groenlund, C., & Gerzina, T. (2008). Dentistry students' perceptions of eLearning tools. Proceedings of the ICT for Africa 2008 conference (p.13). International Center for Information Technology and Development. Southern University. Louisiana, USA. Available at: http://www.ictforafrica.org/download/ICT4Africa%20Conference%20Proceedings.pdf
  • Handal, B. (2007). Binomial theorem and binomial probability online. Reflections, proceedings of the 2006 Annual Conference of the Mathematical Association of New South Wales, Sydney.
  • Handal, B. (2008). Visualising parabolas and straight lines. Proceedings of the 2007 Annual Conference of the Mathematical Association of New South Wales, Sydney. Reflections, 33(4), 21-22.
  • Handal, B., Handal, P., & Herrington, T. (2005). Evaluating maths education websites: teachers' tools. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 153-165, Sydney.
  • Handal, B., & Herrington, T. (2005). Getting school maths online: Challenges and possibilities. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 146-152, Sydney.
  • Handal, B., Chinnappan, M, & Herrington, T. (2004). Adopting graphics calculators in NSW. Proceedings of the 2nd National Conference on Graphing Calculators (pp. 29-43). University Sains Malaysia. Available at: http://math.usm.my/Events/NCGC04Proc/PDF/BorisHandal.pdf
  • Handal, B. (2002, September). Teachers' beliefs and gender, faculty position, teaching socio-economic area, teaching experience and academic qualifications. Proceedings of the 2002 International Biannual Conference of the UWS Self Research Centre (pp. 1-6), Sydney. Available at: http://edweb.uws.edu.au/self/Conferences/2002_CD_Handal.pdf
  • Handal, B., Bobis, J., & Grimison, L. (2001). Teacher' mathematical beliefs and practices in teaching and learning thematically. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the Twenty-Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc (pp. 265-272), Sydney: MERGA.
Professional Affiliations
Australian College of Education
Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Australian Council for Computers in Education
Information Communication Technology Educators of NSW
The Mathematical Association of New South Wales
Australian Association of Mathematics Teachers
Centre for Research in Mathematics and Science Education
Media
Community Engagement
Boris' consultancy activities include running teacher training seminars for non-profit organisations in Cameroon, India and NSW as well as developing numeracy resources for rural primary schools (FAS India). In the South American Andes Boris worked as a managing director of an educational radio station serving Quechua and Aymara rural indigenous communities and working with various NGOs. He also worked at the former NSW Aboriginal Education Unit as a home tutor. An invited member of the Australian Institute for Teachers and School Leadership (AITSL) panel for national accreditation of teacher education programs. Boris is also an academic mentor at the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).

2013 Presentations:
NSW Council of Deans of Education – Plane Project
St Therese Primary School – Using numeracy apps
ICT Educators of NSW workshop – Maths apps for the K-12 curriculum
anzMLearn 5th Mobile Learning Research Workshop – Implementing mobile learning programs
UTS Mobile Learning in Educational Futures Mini-Conference – Appraising maths apps

2014 Presentations
McGill University, Alberta – Numeracy in Mobile learning
Loyola University Maryland – Maths across the curriculum
The University of San Diego – Using the TPACK model to assess maths apps
EdMedia AACE 2014 Conference Finland – Implementing mobile programs in schools
Pontifical Catholic University of Rio of Janeiro – Digital technologies in maths education
Argentinian Association of Digital Humanities – Digital citizenship in schools
Pontifical Catholic University of Peru – Class size: myths and realities
Awards
2010 Vice Chancellor Award for Programs that Enhance Learning Macquarie University
2005 Minister’s Excellence in the Integration of Information and Communication Technologies 2005 Award.
2005 Australian Information Industry Association Mentorship – DET ICT Teachers Awards Program.
1997 Recipient: Commonwealth Postgraduate Research Award to undertake EdD (University of New England)