Course Leader for Post 16 PGCE courses. I also teach on a number of other PGCE courses, including the Secondary PGCE where I specialise in the History of Education. Tutor for EdD and Masters courses.
I am a Senior Lecturer in Education at Sheffield Hallam University, working primarily as the Post 16 PGCE Course Leader. I am a science and computer science specialist subject tutor, and I teach on the Masters and Doctoral Courses at Sheffield Hallam.
My research interests include, cultural adaptations and impact in beginning teachers, assessment and feedback, the history of education, research methods and I have also researched into pedagogy and ICT - particularly Web 2.0 Technologies, and Digital Literacy. I have published books and papers on these topics, nationally and internationally, and regularly present my work at national and international conferences. I have co written and edited a number of books on education and I am a member of the national committee for Information Technology in Teacher Education for whom I produce their national newsletter. I am a Fellow of the HEA.
Department of Teacher Education
Social Sciences and Arts
Teacher Education, Educational Enquiry and Research, Professional Development and Reflective Practice, Research Methods, Learning Theories, History of Education
I am also publishing work on studies looking at the impact of doctoral study on the students who undertake it.
I also regularly review articles for a number of international educational journals such as Teacher And Teacher Education, and Technology Pedagogy and Education.
Hramiak, A. (2017). The impact of doctoral studies on personal and professional lives. Work Based Learning e-Journal International, 7 (1), 20-39. http://www.wblearning-ejournal.com/currentissue.php
Hramiak, A. (2017). Using the Dynamic Model of Educational Effectiveness to explore development of practice by Teach First beginning teachers. Journal for Educational Research Online, 9 (1), 190-209. http://journal-for-educational-research-online.com/index.php/jero/article/view/739
Hramiak, A. (2015). Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school. Cogent Education, 2 (1). http://doi.org/10.1080/2331186X.2015.1108950
Boulton, H., & Hramiak, A. (2014). Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training. Technology, Pedagogy and Education, 23 (2), 151-165. http://doi.org/10.1080/1475939X.2013.802994
Hramiak, A. (2014). Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training. Professional development in education, 40 (1), 147-163. http://doi.org/10.1080/19415257.2013.822905
Hramiak, A., & Boulton, H. (2013). Escalating the use of web 2.0 technology in secondary schools in the United Kingdom: Barriers and enablers beyond teacher training. Electronic Journal of e-Learning, 11 (2), 91-100.
Boulton, H., & Hramiak, A. (2012). E-flection: the development of reflective communities of learning for trainee teachers through the use of shared online web logs. Reflective Practice, 13 (4), 503-515. http://doi.org/10.1080/14623943.2012.670619
Hramiak, A. (2010). Online learning community development with teachers as a means of enhancing initial teacher training. Technology, pedagogy and education, 19 (1), 47-62. http://doi.org/10.1080/14759390903579265
Irwin, B., & Hramiak, A. (2010). A discourse analysis of trainee teacher identity in online discussion forums. Technology, pedagogy and education, 19 (3), 361-377. http://doi.org/10.1080/1475939X.2010.513767
Hramiak, A., Boulton, H., & Irwin, B. (2009). Trainee teachers' use of blogs as private reflections for professional development. Learning, Media and Technology, 34 (3), 259-269. http://doi.org/10.1080/17439880903141521
Hramiak, A. (2007). Initial evaluation and analysis of post graduate trainees use of a virtual learning environment in initial teacher training. Electronic journal of e-learning, 5 (2), 103-112. http://www.ejel.org/
Hramiak, A. (2005). A method for the analysis of data from online educational research. Journal of interactive online learning, 4 (2), 82-93. http://www.ncolr.org/
Hramiak, A. (2017). Time travel for beginners … or How technology can be used for historical research. In ITTE 31st International Conference, Kingston-upon-Hull, 20 June 2017 - 22 June 2017. http://itte.org.uk/wp/conference-2017-kingston-upon-hull/
Hramiak, A., Boulton, H., & Irwin, B. (2008). Giving voice to learners: using private blogs to develop self-reflection. In Association for Learning Technology (ALT) Conference, Leeds, 9 September 2008 - 11 September 2008. http://www.alt.ac.uk/
Chatterton, J., & Hramiak, A. (2007). Bootcamp - funcamp: an evaluation of intensive, 3-day, on-line courses for school students, leading to the European Computer Driving Licence (ECDL). In Society for Information Technology and Teacher Education International Conference (SITE), Austin, Texas, 1 March 2007 (pp. 1780-1787). http://site.aace.org/
Hramiak, A. (2006). A pedagogical framework for the use of information and communications technology in initial teacher training. In Distance and E-Learning Network (EDEN) annual conference, Vienna University of Technology, Vienna, Austria, 14 June 2006 - 17 June 2006 (pp. 353-359). http://www.eden-online.org/
Hramiak, A. (2006). A pedagogical framework for the use of information and communications technology in initial teacher training. Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, 2006, 63-65.
Hramiak, A. (2003). To VLE or not to VLE: what are the questions for professional development in further education? In Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) 33rd annual conference, University of Wales, Bangor, 1 July 2003 - 3 July 2003. http://www.leeds.ac.uk/educol/documents/00003102.htm
Hramiak, A. (2014). Using a mixed-methods approach in classroom research to investigate challenges and issues of culture with beginning teachers in schools. SAGE. http://doi.org/10.4135/978144627305013503435
I provide consultancy to schools regarding CPD for educational enquiry and sit on the board for a large academy trust in Yorkshire to assist them in this area.
I am a Fellow of the HEA
I am the Newsletter Editor for the national association for Information Technology in Teacher Education (ITTE)
I am an ambassador for the British Council