Over the course of nearly four decades in education, writing has become one of the most important ways I make sense of change, learning and leadership.
Writing is where reflection on lived experience meets research, where difficult questions are explored, and where new possibilities begin to emerge.
The publications and articles collected here represent a journey rather than a destination. They reflect an enduring (and diverse) interest in history education, educational leadership, human flourishing, and, more recently, the profound opportunities and challenges presented by artificial intelligence. While the topics have evolved, the central question has remained remarkably consistent:
How can we create learning that helps people flourish?
This select bibliography brings together peer-reviewed publications, book chapters, professional articles and other significant contributions to educational scholarship and practice. Each piece reflects my commitment to evidence-informed thinking, practical application and the belief that the most meaningful innovation begins with a deep understanding of learning itself.
I hope these publications not only provide insight into my work, but also contribute to the wider conversations shaping the future of education.
- Wall, V. (2026). The Bubble and Burner model of AI-infusion: a framework for teaching and learning. Learning: Research and Practice. https://doi.org/10.1080/23735082.2026.2672370
- Wall, V., Bedford, A., & Redmond, P. (2025). Generative artificial intelligence in education: Initial principles developed from practitioner reflexive research. The Journal of Educational Research, 118(6), 610-621. https://doi.org/10.1080/00220671.2025.2510398
- Wall, V. (2025). More Than a Game: Using the Goosechase Scavenger Hunt to Foster Presence, Connection and Agency in History Education. Goosechase Creator Stories. https://blog.goosechase.com/scavenger-hunts-for-presence-connection-history-education/
- Bedford, A., & Wall, V. (2025). Demythologising the Frontier Wars. agora, 60(3), 49-51.
- Wall, V. (2024). ‘Here, ready or not!’: Teaching history in an AI world. agora, 59(2), 13-16. https://search.informit.org/doi/10.3316/informit.T2024070500012701986667387
- Wall, V. (2022). Immersive Cold War experiences using augmented reality. agora, 57(2), 65-68. https://search.informit.org/doi/10.3316/informit.531145811122567
- Wall, V. (2022). Moving Beyond “Engagement”: Using Sketchfab’s 3D Models In the High School History Classroom. Sketchfab For Education. https://www.sketchfab.com/blogs/community/moving-beyond-engagement-using-sketchfabs-3d-models-in-the-high-school-history-classroom/
- Bedford, A., & Wall, V. (2020). Teaching as truth-telling: A demythologising pedagogy for the Australian frontier wars. agora, 55(1), 47-55. https://search.informit.org/doi/10.3316/informit.132704039927352
- Wall, V. (2019). Some Reflections on Student Use of Microsoft Office’s Learning Tools in History. History Matters: The Journal of the Queensland History Teachers’ Association.
- Wall, V. (2018). Reflections on student use of onenote in history. How might Microsoft OneNote be used by secondary history teachers and students?. Teaching History, 52(4), 18-23. https://search.informit.org/doi/10.3316/informit.207949664058098
You can find further listings of my work on Google Scholar.
You might also like to explore my blog at Disrupted History.
