Mark Brown

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Mark Brown is Director of Distance Education at Massey University.

He is an Associate Professor in the School of Curriculum and Pedagogy, College of Education. His innovative teaching has been recognised by several awards including the Darrylin O’Dea Award for Electronic Learning and a National Tertiary Teaching Excellence Award for Sustained Excellence. He was New Zealand’s first Apple Distinguished Educator.

The approach he is taking in his Distance Education post is described at

More detail

Mark has worked in the specialist field of Educational Technologies for almost two decades and currently edits the journal Computers in New Zealand Schools. He also has a keen interest in tertiary education.

Mark co-coordinates a specialized postgraduate qualification in the area of Educational Technologies. He teaches several papers that contribute to the PGDipEd (Ed Tech) which staircase towards a Masters of Education (MEd). He is also the Co-ordinator of the Doctor of Education (EdD) and teaches the first paper in this programme.

In addition, Mark is a member of the Teaching and Learning Committee and serves in his role as Director of Distance Education on the Online Learning and Monitoring and Group (OLMG) which has responsibility for e-learning across the University.

Research interests

Mark's main research interests lie in the areas of e-learning, educational technologies and more recently distance education. He has a particular interest in teachers' work and the forces and tensions underlying educational policy which influence the adoption and implementation of new technology in education. Increasingly his research is in the tertiary sector and Mark was centrally involved in a recent analysis of elearning policy throughout higher education.

Other current research projects that Mark is associated with involve a study of non-ICT using teachers; an investigation of beginning teachers' use of ICT; a study of the use of elearning in early childhood education; a policy analysis of the history of educational computing in New Zealand schools; and the potential of case-based online scenarios for engaging students in deeper learning and greater critical dialogue.

A fuller CV is available at He can be contacted at

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