CORE's Team

Mark Maddren

Accredited Facilitator (English-medium)


2016 Apple Professional Learning Specialist
2002 Grad.Dip.Tch.Ln (Primary) Christchurch College of Education
1996 B.Sc. (Hons) University of Otago

Contact details


P: 0800 267 300

M: 021 225 3237

Accreditation Number: ACC 242

Region: Canterbury

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Mark Maddren

Professional experience

Since 2013, Mark has been a facilitator at CORE Education Tātai Aho Rau based in Christchurch. He has worked with schools in a number of clusters throughout the South Island across multiple contracts with the aim of developing the widespread use of digital technologies to improve student achievement.  

Christchurch Learning Community Clusters (LCC)

Mark supports the development of cluster-wide goals, values and processes and supporting future-focused teaching and learning approaches as part of Learning with Digital Technologies.

Learning Community Cluster Coordinator
Mark coordinates and supports cluster strategic planning, proposals, direction and resources, change leadership, liaison and communications between member schools (for the Belfast/Parklands/New Brighton cluster) and early year centres, Ministry of Education and Mana Whenua advisors.

Manaiakalani Outreach Programme Lead Facilitator
Mark is working with the Uru Mānuka Cluster in Christchurch. He works in classrooms with learners and teachers to enable learner agency by strengthening good pedagogy using 1:1 technologies. Mark models and fosters the development of good classroom management systems in relation to the use of digital technologies; the creation and use of online sites, blogs and resources to enable learner agency. He also supports school leaders in the transformational change that is an outcome of this project.

Mark’s wide range of experiences outside of education enable him to bring innovative and creative ideas and approaches  when working together with schools or clusters.

He is a lifelong learner and recently became a parent representative on the local high school Board of Trustees to continue to develop his knowledge of governance of a school.


Mark has expertise in the following areas:

Change leadership

Successfully supported learning communities to:

  • explore current research to support shift to future-focused teaching practices

  • evaluate pedagogy and practices to ensure they reflect future-focused education practices, driven by inquiry

  • lead change within a school community

  • establish priority projects and areas of focus.

Digital fluency

Successfully supported learning communities and LCC clusters to:

  • use the eLearning Planning frameworks (English and Maori-medium) to self-review e-learning practices and capabilities to identify and target areas for improvement

  • increase student engagement and achievement through the use of digital technologies

  • apply agreed frameworks to self-review practices and capabilities to identify and target areas for improvement

  • increase student engagement and achievement through the use of digital technologies

  • develop digital capabilities of teachers suited to the needs of future-focused teaching practices.

Future-focused education

Successfully supported learning communities to:

  • implement new teaching practices and pedagogies to enable achievement of future-focused goals identified by the learning community

  • understand how to leverage knowledge creation and networked sharing in a digital environment to increase engagement and improve educational outcomes for learners

  • increase inclusiveness, accessibility, and visibility of teaching and learning

  • manage change by enabling cross-school coherence of goals and vision.

Google Apps

Successfully supported learning communities to:

  • Incorporate digital tools into teaching and learning through extensive knowledge of the G-Suite tools and Admin console

  • Manage large numbers of learner devices via the Google admin console.

Conference presentations, keynotes, seminars, workshops

  • 2016: GAFE Summit – Using Google Docs as a modelling book for writing

  • 2016: GAFE Summit – Tools to enhance your writing process – online literacy

  • 2015: ULearn – Using Google Docs as a modelling book for writing

  • 2015: ULearn – Tools to enhance your writing process – online literacy

  • 2015: GAFE Summit – Using Google Docs to support writing

  • 2015: GAFE Summit – A possible process for writing – online literacy

  • 2015: BYOD: Making it Mobile "Making a Splash in the Pond" — Tools to enhance your writing process – online literacy

  • 2014: GAFE Summit 2014 – Extensions and Add-ons to support learners

  • 2014: GAFE Summit 2014 – Taming your Gmail and other tools to enhance GAFE


Personal statement

I am very passionate about the education of every learner and strongly believe that an individual’s well being, engagement and achievement are crucial to overall success.

I see digital fluency, as part of a strong pedagogy, as a vital enabler for learning, supporting all learners to be successful, engaged and empowered with their choice of learning. The ability to use digital technologies to allow for the creation of new knowledge in many formats and the ability to share this digital resource with a wider authentic audience as critical to helping advance their progress towards being independent, lifelong learners.


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