Sara Hennessy

Hennessy graduated with a Bachelor of Science in Social Psychology from the London School of Economics and Political Science in 1981 and a Masters of Arts from the University of Cambridge. She also holds a PhD in Psychology from the University College London.

Hennessy was a Research Fellow at the Institute of Educational Technology, Open University from 1986 to 1999 before becoming a lecturer in Teacher Development and Pedagogical Innovation at the University of Cambridge in 2008 until 2011.^[3] She was a Senior Lecturer at the university from 2011 until 2015 and a Reader from 2015 until 2021 when she became a professor.^[4]

Hennessy is a member of the Faculty's STeM Academic group and a Fellow of Hughes Hall college. She also serves as a founding member and co-leader of the Cambridge Educational Dialogue Research (CEDiR) Group^[5] Professor Sara co-directs the EdTech Hub where she functions as a Research Director, overseeing the ‘Teachers’ theme and convening the Hub's Advisory Pool.^[6]

• Hennessy S, Ruthven K, SUE Brindley.(2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of curriculum studies 37 (2), 155-192N1155 ^[7]
• Osborne J, Hennessy S. Futurelab 480 (2003). Literature review in science education and the role of ICT: Promise, problems and future directions.^[8]
• Hennessy S. Studies in Science Education (1993). 22 (1), 1-41. 452. Situated cognition and cognitive apprenticeship: Implications for classroom learning.^[9]
• Haßler B, Major L. Hennessy S. Journal of Computer Assisted Learning Tablet use in schools: A critical review of the evidence for learning outcomes. 32 (2), 139–156. 391 2016 ^[10]
• Hennessy S, Harrison D, Wamakote L.Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale online journal of African studies 2 (1), 39–54. 386 2010 ^[11]
• British Journal of Educational Technology- published by Wiley on behalf of the British Educational Research Association