CORE's Team

Fionna Wright

Accredited Facilitator (English-medium), Online Editor and Resource Curator


2003 Certificate in Te Reo Māori, Te Wānanga o Aotearoa
2001 Diploma of Multimedia, National College of Design and Technology (NatColl)
1994 Dip.Tch. University of Waikato

Contact details


P: 0800 267 300

M: 021 660 016

Accreditation Number: ACC 217

Region: Canterbury

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fionna wright

Professional profile

Fionna has extensive experience in creating online educational resources to support the educational community. At CORE Education, this has involved working with the learning design team, as curator for the Canterbury Grow Waitaha programme, and as a content coordinator/editor for the Enabling eLearning website.

Fionna has worked for CORE Education since 2013 as a Learning with Digital Technologies Facilitator. She has led work with Christchurch Learning Community Clusters (LCC), supporting the development of cluster-wide goals, values and processes, as well as future-focused teaching and learning approaches.

Fionna is creative and innovative in her approach to working with people and on projects. Throughout her career, she has gained a wide range of skills, and undertaken a variety of regional and national projects.  She has worked as an account manager for a multimedia company, project managing exciting national online projects and lectured in Information and Communication Technologies (ICT), and Social Studies at the University of Auckland.

As e-Learning course designer and facilitator at NorthTec, she helped design a space targeted towards tertiary tutors to support effective pedagogical practice in an online environment. She has also worked as a content coordinator for CWA New Media (Te Kete Ipurangi - TKI), supporting educators nationally in the Digital Opportunities programme and developed Digital Learning Objects - Numeracy for the Ministry of Education, and The Learning Federation (TLF), Australia.

In her education, design and project management roles Fionna has provided innovative approaches, developed effective strategies and processes and collaborated with a variety of stakeholders to achieve agreed outcomes.


Project leadership

Successfully support learning communities and clusters of schools to:

  • achieve agreed objectives and build school and cluster-wide capability
  • empower others, invite input and share ownership and visibility
  • foster a positive team environment and culture that engenders full participation and collaboration
  • work with a variety of stakeholders, using effective frameworks to manage purposeful change
  • explore and share current research to guide effective change, pedagogy, and practice.

Design thinking / Innovation

Successfully support learning communities and clusters of schools to:

  • apply design thinking methodologies to help people understand issues and create new and better solutions
  • identify, develop and maintain the innovative use of digital tools, online platforms and creative processes to support blended learning, connection and collaboration
  • secure, create and share educational resources, and stories to support new learning and effective practice.

Future-focused education

Successfully support learning communities and clusters of schools to:

  • create learner profiles and personalised learning pathways
  • rethink teacher and learner roles for improved agency, engagement and learning outcomes
  • create environments and authentic learning opportunities that support effective pedagogy, flexibility, adaptability and inclusion
  • provide culturally responsive, learner-centered contexts, that value and nurture the strengths students and their whānau bring to a school community.
  • create new partnerships and connections, locally and globally.

Digital fluency

Successfully support learning communities and clusters of schools to:

  • use technologies to create opportunities for engagement, connection, collaboration and personalisation
  • develop digital fluency to become effective and safe digital citizens.
  • use the eLearning Planning frameworks to self-review e-learning practices and capabilities to identify and target areas for improvement.

Evaluative capability

Successfully support learning communities and clusters of schools to:

  • collect and analyse qualitative and quantitative data about students from multiple sources to support the design of effective teaching and learning strategies
  • evaluate current practices and identify future-focused goals that align to agreed vision and values.
  • help schools develop an evidence-seeking mindset to inform change and develop priorities.

Conference presentations, seminars and workshops

  • 2016: CPPA conference — Redesigning the learning
  • 2015: uLearn — The force behind collaboration, The great Enabling eLearning treasure hunt
  • 2015: Connected Educator Month — Quite simply included (See Fionna’s blog post)
  • 2014: Connected Educator Month — Meeting the needs of our learners

Personal statement

I have strong experience in working with a range of school communities and clients to assess needs, define challenges and design innovative solutions. I am a life-long learner and a highly-motivated problem-solver. I am well-networked and can build partnerships and work collaboratively with others to meet shared objectives. In education, this means ensuring that any strategic intent has a positive impact on learning for all learners.

I moved with my young family from Northland to Canterbury five years ago to be a part of the rebuild after the Canterbury earthquakes. The exceptional circumstances that we and other people around us experienced, has provided me with greater insight into the consequences of exceptional change.

As we know in Canterbury, change is a constant. This also applies to the rest of the country, and the world, as change happens now at such an exponential rate. It is important to respond to the impact of this on school communities with empathy, guidance and context-driven support. My approach, therefore, is to be extremely people-centered, responsive, and flexible when working with schools and organisations.