About
Karl Sebire is a consultant, educator, and thought leader at the intersection of technology and learning. As a sessional academic at the University of Melbourne, Australia's premier research institution, he brings cutting-edge academic insights to his work. With over two decades of experience in independent schools across the UK and Australia, and as a board member of ADHD Australia, Karl blends theoretical knowledge with practical expertise
An internationally published author and sought-after commentator, Karl offers a nuanced perspective on our complex relationship with technology. His engaging keynotes, seminars, and workshops have been presented to audiences worldwide, addressing pressing issues faced by parents, educators, and learners in the Digital Age.
Through his consultancy work with various organisations and schools, Karl continues to shape the discourse on how we can harness technology, manage distraction, and enhance learning and development in the 21st century.
Qualifications
Doctor of Philosophy (Cognitive Pedagogy)
Master of Education (Leadership & Technology)
Graduate Diploma of Education
Master of Communication
Bachelor of Applied Design
Selected Publications
Remote learning reinforced the joys of face-to-face teaching
The AgeDealing with increased screen time: Is a digital detox during a pandemic even possible?
BeatThe coronavirus lockdown is forcing us to view ‘screen time’ differently. That’s a good thing
The ConversationVerius - Research Journal
Founding Editor, 2023
Our most recent Trends in Education event was a most enlightening address, where keynote speaker Dr Karl Sebire adeptly addressed the common concerns and, indeed, misconceptions related to use of technology within the contemporary classroom and how it affects focus time. Dr Sebire provided a balanced and evidence-based case to suggest that technology can negatively impact student outcomes when utilised incorrectly. At the same time, however, he challenged the narrative that progression of technology is responsible for significant setbacks in focus and student performance.
Dr Sebire reminded the audience that, despite its progression, while technology in the classroom will never replace quality teaching strategies, teachers who are resistant to adopting it into their practice are paddling against a strong and relentless stream.