Greg Preston

Dr. Greg Preston is a Senior Lecturer in the School of Education at the University of Newcastle, Australia. He has been affiliated with the university since the early 1990s, contributing across academic roles including teaching, research, and administration. His primary research domains are Information and Communication Technologies (ICT) in education and the structural dynamics of Higher Education institutions. He holds leadership roles in academic integrity, serving as the longest-serving member of the University Senate and former coordinator of academic integrity systems. His teaching focuses on ICT integration in education, with courses like EDUC6018, EDUC6038, and EDUC6101. Dr. Preston has supervised over 50 PhD/Master’s students and is an experienced examiner.

Education: He holds a PhD in Education from the University of Newcastle, alongside a Diploma in Education, Bachelor of Arts, and Master of Educational Studies from the same institution. His professional memberships include the Australian Society for Computers in Learning in Tertiary Education and the International Society of Technology in Education.

Research: His ICT research evaluates online learning efficacy and technology adoption in educational settings, with projects funded by organizations like the Carrick Institute. His higher education work examines institutional adaptation to external pressures, including historical analyses of teacher training colleges. Notable publications include contributions to Building Honor in Academics (2023) and Claiming a Voice: The First Thirty-Five Years of the Australian Teacher Education Association (2009).

Awards: He received the Vice-Chancellor’s Award for Teaching Excellence (2005), a NUPSA Online Teacher of the Year (2014), and multiple grants totaling $967,390, including leadership on the NSW Teacher Retraining Grant (2022). His administrative roles include Deputy Head of School (2022–2023) and Academic Integrity Coordinator (2009–2023).

Grants & Collaborations: Major projects include strategic planning for Indonesian universities, blended learning analytics, and innovative teaching practices. Collaborations span institutions like the Health Education and Training Institute NSW and Imam Abdulrahman Bin Faisal University (Saudi Arabia). His work emphasizes technology’s role in education equity and institutional sustainability.