Allen, J., McGregor, G., Pendergast, D., & Ronksley-Pavia, M. (2019). Engaging Young Adolescents in Learning. In J. Allen, G. McGregor, D. Pendergast, & M. Ronksley-Pavia, Young Adolescent Engagement in Learning (pp. 1–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-05837-1_1

Autobiography of Intercultural Encounters—Autobiography of Intercultural Encounters—Publi.coe.int. (2013). Autobiography of Intercultural Encounters. https://www.coe.int/en/web/autobiography-intercultural-encounters

Barnatt, J., Andries D’Souza, L., Gleeson, A. M., Mitchell Viesca, K., & Wery, J. (2020). Intercultural Competence in Pre-Service Teacher Candidates. International Journal of Educational Reform, 29(3), 211–235. https://doi.org/10.1177/1056787919896866

Barrett, M. (2022). Autobiography of Intercultural Encounters (2nd edition). https://www.researchgate.net/publication/358590629_Autobiography_of_Intercultural_Encounters_2nd_edition

Boudreau, C., MacIntyre, P. D., & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), Article 1. https://doi.org/10.14746/ssllt.2018.8.1.7

Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited (2nd edition). Multilingual Matters.

Collie, R. J., Martin, A. J., Bobis, J., Way, J., & Anderson, J. (2019). How students switch on and switch off in mathematics: Exploring patterns and predictors of (dis)engagement across middle school and high school. Educational Psychology, 39(4), 489–509. https://doi.org/10.1080/01443410.2018.1537480

Council of Europe. (2008). White paper on Intercultural dialogue “Living together as equals in dignity” (2008)—Democratic Schools for All—Www.coe.int. Democratic Schools for All. https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/-/white-paper-on-intercultural-dialogue-living-together-as-equals-in-dignity-2008-

Council of Europe. (2009). Autobiography of Intercultural Encounters: Introduction. https://www.coe.int/en/web/autobiography-intercultural-encounters

Dunn, L. (2016). Teaching and digital technologies: Big issues and critical questions. The Curriculum Journal, 27(4), 560–561. https://doi.org/10.1080/09585176.2016.1180026

East, M., Tolosa, C., Howard, J., Biebricher, C., & Scott, A. (2022). Studies on the Intercultural Dimension Across the Globe. In M. East, C. Tolosa, J. Howard, C. Biebricher, & A. Scott (Eds.), Journeys Towards Intercultural Capability in Language Classrooms: Voices from Students, Teachers and Researchers (pp. 25–47). Springer Nature. https://doi.org/10.1007/978-981-19-0991-7_2

Education Council. (2019). Alice Springs (Mparntwe) Education Declaration. https://www.education.gov.au/alice-springs-mparntwe-education-declaration/resources/alice-springs-mparntwe-education-declaration

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47. https://www.proquest.com/docview/218016186/citation/1CEEFA637D4749EAPQ/1

Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology, Research and Development, 53(4), 25–39. https://www.proquest.com/docview/218012779/citation/ABBD107ABA94B2APQ/1

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001

Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42, 255–284. https://doi.org/10.1080/15391523.2010.10782551

Fielding, R. (2021). A multilingual identity approach to intercultural stance in language learning. The Language Learning Journal, 49(4), 466–482. https://doi.org/10.1080/09571736.2021.1912154

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010

Hechter, R. P., Phyfe, L. D., & Vermette, L. A. (2012). Integrating Technology in Education: Moving the TPCK Framework towards Practical Applications. Education Research and Perspectives (Online), 39, 136–152. https://www.proquest.com/docview/1153259885/abstract/BBDF4068FB684260PQ/1

Heijden, H. R. M. A. van der, Beijaard, D., Geldens, J. J. M., & Popeijus, H. L. (2018). Understanding teachers as change agents: An investigation of primary school teachers’ self-perception. Journal of Educational Change, 19(3), 347–373. https://doi.org/10.1007/s10833-018-9320-9

Hajek, J., & Slaughter, Y. (Eds.). (2015). Challenging the monolingual mindset. Multilingual Matters.

Lo Bianco, J. (2009). Second Languages and Australian Schooling. https://research.acer.edu.au/aer/8/

Luke, A. (2013). A Summative Evaluation of the Stronger Smarter Learning Communities Project: 2013 Report—Volume 1 and Volume. https://eprints.qut.edu.au/59535/27/SSLC_Evaluation_2013_Abridged_Version.pdf

Howard, S. K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies (1st ed., pp. 307–317). Cambridge University Press. https://doi.org/10.1017/CBO9781316091968.030

Hunter, B. H., & Radoll, P. J. (2020). Dynamics of Digital Diffusion and Disadoption : Australasian Journal of Information Systems, 24. https://doi.org/10.3127/ajis.v24i0.1805

Hyndman, B. (2018, August 13). Ten reasons teachers can struggle to use technology in the classroom. The Conversation. http://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114

Council of Europe. (2009) Platform of resources and references for plurilingual and intercultural education—www.coe.int. https://www.coe.int/en/web/platform-plurilingual-intercultural-language-education/intercultural-aspects

Lindner, R., & Méndez Garcia, M. del C. (2014). The Autobiography of Intercultural Encounters through Visual Media: Exploring images of others in telecollaboration. Language, Culture and Curriculum, 27(3), 226–243. https://doi.org/10.1080/07908318.2014.977910

Ling Koh, J. H., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20–29. https://doi.org/10.1016/j.compedu.2014.04.022

Meighan, P. J. (2020). An “educator’s” perspective: How heritage language pedagogy and technology can decolonize the English classroom. TESOL Journal, 11(2). https://doi.org/10.1002/tesj.483

Méndez-García, M.-C., & Lindner, R. (2021). Promoting Intercultural and Visual Media Competence in the Foreign Language Classroom with the Autobiography of Intercultural Encounters Through Visual Media. In M. D. López-Jiménez & J. Sánchez-Torres (Eds.), Intercultural Competence Past, Present and Future: Respecting the Past, Problems in the Present and Forging the Future (pp. 229–254). Springer Nature. https://doi.org/10.1007/978-981-15-8245-5_11

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Murchan, D., & Johnston, K. (2021). Curriculum change within policy and practice: Reforming second-level education in Ireland. In Curriculum change within policy and practice: Reforming second-level education in Ireland (1st ed. 2021.). Palgrave Macmillan.

Pratt, M. L. (1991). Arts of the Contact Zone. Profession, 33–40. JSTOR. http://www.jstor.org/stable/25595469

Scarino, A. (2014). Situating the challenges in current languages education policy in Australia – unlearning monolingualism. International Journal of Multilingualism, 11(3), 289–306. https://doi.org/10.1080/14790718.2014.921176

Scarino, A. (2019). The Australian Curriculum and its conceptual bases: A critical analysis. Curriculum Perspectives, 39(1), 59–65. https://doi.org/10.1007/s41297-019-00066-4

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://www.proquest.com/docview/274696152/abstract/C16B09C950BF48E1PQ/1

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Left to their own devices: The everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3), 289–310. https://doi.org/10.1080/03054985.2017.1305047

Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Shulman, L. S. (2013). Those who Understand: Knowledge Growth in Teaching. Journal of Education, 193(3), 1–11. https://doi.org/10.1177/002205741319300302

Stahl, G., Scholes, L., McDonald, S., & Lunn, J. (2021). Middle years students’ engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships. Pedagogy, Culture & Society, 29(1), 43–60. https://doi.org/10.1080/14681366.2019.1684351