Dr Alex Hadwen-Bennett

Alex has worked in education in various capacities for the last 20 years. He has worked as a Computing teacher, examiner, teacher educator and educational researcher. Alex is committed to research-informed teaching and has helped to shape the practice of Computing educators through his numerous published teaching resources.

Being neurodiverse, Alex had a challenging journey through the education system, and this has shaped both his teaching and his research. He strives to create inclusive learning environments in his teaching and to make Computing and STEM education more accessible and inclusive through his research.

Research

Alex’s research focuses on exploring how alternative means of engaging with Computing and STEM concepts can make these disciplines more inclusive. He is particularly interested in exploring the role that making, physical computing and crafts can play in widening participation. His most recent research explored how blind and partially sighted learners develop an understanding of key programming concepts when working with a physical programming language.

He is a member of the Centre for Research in Education in Science, Technology, Engineering & Mathematics.

Teaching

Alex currently teaches on the:

• PGCE Computing programme
• MA STEM Education programme

He is co-lead of the Making and Creating module and also teaches on the Leading Practices in STEM Education module, both part of the MA STEM Education programme.

Supervision

Alex is interested in supervising research which explores inclusion in STEM and Computing education, particularly with an emphasis on the use of making and alternative means of engaging with concepts.

Publications

Academic Work:

• Hadwen-Bennett, A 2022, ‘A Sense of Programming: An Exploration of Blind and Partially Sighted Learner’s Expression of Their Sense of Programming Concepts’, PhD thesis, King’s College London, London. 

Articles:

• Hadwen-Bennett. A. (2019). Computing for Learners with Visual Impairments, Hello World Magazine (Issue 11).