- Dr Chris Blundell
- Senior Lecturer in Assessment
Faculty of CI, Education & Social Justice,
School of Teacher Education & Leadership
- Discipline *
- Curriculum and Pedagogy, Specialist Studies in Education
- +61 7 3138 3737
- View location details (QUT staff and student access only)
- Identifiers and profiles
PhD (Queensland University of Technology), Master of Education (Griffith University), Graduate Certificate of Education Studies (Griffith University), GradCertAcadPrac (Queensland University of Technology), Bachelor of Education (Queensland University of Technology), Diploma of Education (Queensland University of Technology)
- Professional memberships
Senior Fellow of the Higher Education Academy; Queensland College of Teachers
Christopher Blundell is a Senior Lecturer, Faculty of Education, Queensland University of Technology, Australia. He teaches assessment, digital pedagogies and strategic management units. Christopher plays a pivotal role in QUT professional learning and international capacity building short courses for international partners. Christopher also has 26 years experience as a secondary teacher, including 11 years as Academic Dean (executive level leader of curriculum, assessment and reporting) of a large, independent P-12 school. For 20 years, he contributed to curriculum development and assessment moderation processes with the Queensland Curriculum and Assessment Authority (QCAA), including 13 years as State Review Panel Chair for Earth Science. He also consulted on behalf of QCAA and Independent Schools Queensland on the draft national curriculum for Senior Earth and Environmental Science curriculum, written by the Australian Curriculum, Assessment and Reporting Authority. Christopher was an Expert Writing Team member for the new QCAA Earth and Environmental Science syllabus. As an educator and researcher, Christopher has actively explored the role of digital technologies in pedagogy, learning, and assessment. Christopher’s research interests include:
- transformative professional learning using collaborative inquiry and design thinking
- the challenges of integrating digital technologies in teacher practice
- the interaction between pedagogies, curriculum and high-stakes assessment
- science and technology education.
For his PhD, Christopher conducted a case study of a team of teachers using collaborative inquiry to design new approaches for teaching and learning with digital technologies. The findings are significant because they, firstly, highlight the value of teachers using theoretical lenses to understand the complex influences on their practice, and secondly, identify the contributing factors to changes in practice. Implementing new approaches involved personal transformative learning for each teacher. This was shaped by prior practice, attitude to innovation, and willingness to explore new classroom roles, relationships and actions. Collaborative inquiry resulted in increased trust, openness and confidence.
Chris unit coordinates and teaches a range of units across three degrees. He is Course Coordinator for the Master of Education and the Graduate Certificate of Education, and also the Study Area Coordinator for the Educational Leadership specialisation in the MEd/GradCertEd.
Bachelor of Education:
Masters of Teaching:
Masters of Education / Graduate Certificate of Education:
He has previously taught the following units in the previous Bachelor of Education:
- CRB013 ICT in Secondary Education
- EDB112 ICT in Early Childhood and Primary Education
- EDB150 Secondary Assessment 1: Summative and Diagnostic Assessment (unit coordinator)
- EUB343 Professional Experience: Informing Professional Practice (unit coordinator)
- EUN222 Curriculum and Pedagogy 5: Senior B (unit coordinator)
- EUN231 Professional Experience: Informing Professional Practice (unit coordinator)
- LCB001 Assessment 2: Using Data to Inform Teaching (unit coordinator)
- LCN631 Strategic Management (unit coordinator).
Christopher also has 26 years experience as a secondary teacher, including 11 years as Academic Dean (executive level leader of curriculum, assessment and reporting) of a large, independent P-12 school. For 20 years, he contributed to curriculum development and assessment moderation processes with the Queensland Curriculum and Assessment Authority (QCAA), including 13 years as State Review Panel Chair for Earth Science. He has also contributed to the writing all of Queensland’s Earth Science and Earth and Environmental Science syllabuses since 1994.
Christopher regularly works with schools on design-based professional learning projects.
For publications by this staff member, visit QUT ePrints, the University's research repository.