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About

Therese Keane is an education researcher whose work sits at the dynamic intersection of educational robotics, computational thinking, and inclusive learning. Best known for her extensive three-year longitudinal study deploying humanoid robots across 10 schools — spanning early childhood through Year 10 — Keane has made significant contributions to understanding how robotic technologies can transform classroom engagement, teacher pedagogy, and student outcomes. Her most cited work (106 citations) reveals a particularly innovative dimension of this research: using humanoid robots as a bridge for Aboriginal and non-Aboriginal students to simultaneously develop programming skills and explore traditional language learning. This culturally responsive approach is further illustrated in her pioneering work helping revitalize the Narungga language of South Australia through robotic integration. Beyond robotics, Keane has examined effective principal leadership in driving classroom technology innovation and explored gender equity through research on girls' engagement with robotics. Her cumulative body of work, spanning nearly a decade and attracting over 180 citations, positions her as a leading voice in educational technology research, particularly in advocating for inclusive, culturally meaningful, and pedagogically sound applications of emerging technologies in schools.