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Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges (2019)
Journal Article
Gouseti, A., Abbott, D., Burden, K., & Jeffrey, S. (in press). Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges. Technology, Pedagogy and Education,

This paper explores how a legacy digital artefact can be adopted within formal education settings and looks at the pedagogical and other opportunities created by its use within primary and secondary classrooms. In particular, through a compar-ative c... Read More about Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges.

Principles underpinning innovative mobile learning: Stakeholders’ priorities (2019)
Journal Article
Burden, K., Kearney, M., Schuck, S., & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders’ priorities. TechTrends, https://doi.org/10.1007/s11528-019-00415-0

This article discusses the results of a survey that measured school teachers’ and mobile learning (m-learning) experts’ perceptions of the relative importance and effectiveness of various pedagogical principles underpinning m-learning designs. A scan... Read More about Principles underpinning innovative mobile learning: Stakeholders’ priorities.

Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review (2019)
Journal Article
Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & education, 138, 83-100. https://doi.org/10.1016/j.compedu.2019.04.008

© 2019 The empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy. This study seeks to address this problem by investigating innovative mobile learning pedagogies for school-aged learners,... Read More about Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review.

Designing an educator toolkit for the mobile learning age (2018)
Journal Article
Burden, K., & Kearney, M. (2018). Designing an educator toolkit for the mobile learning age. International Journal of Mobile and Blended Learning, 10(2), 88-99. https://doi.org/10.4018/ijmbl.2018040108

Mobile technologies have been described as ‘boundary’ objects which enable teachers and learners to transcend many of the barriers such as rigid schedules and spaces which have hitherto characterised traditional forms of education. However, educators... Read More about Designing an educator toolkit for the mobile learning age.

Uncertainty in teacher education futures: Scenarios, politics and STEM (2018)
Book
Schuck, S., Aubusson, P., Burden, K., & Brindley, S. (2018). S. Schuck, P. Aubusson, K. Burden, & S. Brindley (Eds.), Uncertainty in teacher education futures: Scenarios, politics and STEM. Springer Research. https://doi.org/10.1007/978-981-10-8246-7

This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies... Read More about Uncertainty in teacher education futures: Scenarios, politics and STEM.

Disrupting education using smart mobile pedagogies (2018)
Book Chapter
Kearney, M., Burden, K., & Schuck, S. (2018). Disrupting education using smart mobile pedagogies. In L. Daniela (Ed.), Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning, 139-157. Springer Publishing Company. https://doi.org/10.1007/978-3-030-01551-0_7

© Springer Nature Switzerland AG 2019. As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional... Read More about Disrupting education using smart mobile pedagogies.

Investigating and critiquing teacher educators’ mobile learning practices (2017)
Journal Article
Burden, K. J., & Kearney, M. (2017). Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education, 14(2), 110-125. https://doi.org/10.1108/itse-05-2017-0027

© 2017, © Emerald Publishing Limited. Purpose: This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mob... Read More about Investigating and critiquing teacher educators’ mobile learning practices.

Development of cross-curricular key skills using a 3D immersive learning environment in schools (2017)
Journal Article
Abbott, D., Jeffrey, S., Gouseti, A., Burden, K., & Maxwell, M. (2017). Development of cross-curricular key skills using a 3D immersive learning environment in schools. Communications in Computer and Information Science, 725, 60-74. https://doi.org/10.1007/978-3-319-60633-0_6

© Springer International Publishing AG 2017. Pedagogical opportunities offered by 3D immersive environments are not restricted to subject-based knowledge but also include non-disciplinary and cross-curricular key skills. This pilot study introduced a... Read More about Development of cross-curricular key skills using a 3D immersive learning environment in schools.

Exploring mobile learning in the Third Space (2016)
Journal Article
Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121-137. https://doi.org/10.1080/1475939X.2016.1230555

© 2016 Association for Information Technology in Teacher Education. Mobile learning is enabling educators and students to learn in ways not previously possible. The ways that portable, multi-functional mobile devices can untether the learner from for... Read More about Exploring mobile learning in the Third Space.

Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning (2016)
Book Chapter
Burden, K., & Hopkins, P. (2016). Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning. In Information Resources Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications, 1665-1686. Information Science Reference. https://doi.org/10.4018/978-1-5225-0783-3.ch079

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a... Read More about Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning.

Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning (2016)
Journal Article
Burden, K., & Hopkins, P. (2016). Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning. International Journal of Mobile and Blended Learning, 8(2), 1-20. https://doi.org/10.4018/ijmbl.2016040101

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a... Read More about Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning.

Future scenarios for mobile science learning (2016)
Journal Article
Burden, K., & Kearney, M. (2016). Future scenarios for mobile science learning. Research in Science Education, 46(2), 287-308. https://doi.org/10.1007/s11165-016-9514-1

© 2016, Springer Science+Business Media Dordrecht. This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These ‘futures’... Read More about Future scenarios for mobile science learning.

Changing knowledge, changing technology: implications for teacher education futures (2016)
Journal Article
Burden, K., Aubusson, P., Brindley, S., & Schuck, S. (2016). Changing knowledge, changing technology: implications for teacher education futures. Journal of education for teaching : JET, 42(1), 4-16. https://doi.org/10.1080/02607476.2015.1125432

© 2016 Taylor & Francis. Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of th... Read More about Changing knowledge, changing technology: implications for teacher education futures.

Conceptualising authentic mobile learning (2015)
Book Chapter
Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T. K. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application, 27-42. Springer Publishing Company. https://doi.org/10.1007/978-981-10-0027-0_2

© Springer Science+Business Media Singapore 2016. Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world... Read More about Conceptualising authentic mobile learning.

Barriers and solutions to innovation in teacher education (2015)
Journal Article
Burden, K., & Jones, S. (2015). Barriers and solutions to innovation in teacher education. Elearning papers, 60-63

This article proposes how mobile technologies are being employed innovatively in teacher education across the European Union, contributing to an adjustment in teacher training models. It identifies various barriers and challenges to innovation and il... Read More about Barriers and solutions to innovation in teacher education.

Teachers learning to use the iPad in Scotland and Wales: a new model of professional development (2015)
Journal Article
Beauchamp, G., Burden, K., & Abbinett, E. (2015). Teachers learning to use the iPad in Scotland and Wales: a new model of professional development. Journal of education for teaching : JET, 41(2), 161-179. https://doi.org/10.1080/02607476.2015.1013370

In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal course... Read More about Teachers learning to use the iPad in Scotland and Wales: a new model of professional development.

Investigating teachers' adoption of signature mobile pedagogies (2014)
Journal Article
Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & education, 80, 48-57. https://doi.org/10.1016/j.compedu.2014.08.009

This study investigated how teachers are using distinctive pedagogical features of mobile learning: collaboration, personalisation and authenticity. The researchers developed and validated a survey instrument based on these three established construc... Read More about Investigating teachers' adoption of signature mobile pedagogies.

Access denied? Twenty-first-century technology in schools (2013)
Journal Article
Male, T., & Burden, K. (2014). Access denied? Twenty-first-century technology in schools. Technology, Pedagogy and Education, 23(4), 423-437. https://doi.org/10.1080/1475939x.2013.864697

This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet making it feasible to undertake discourse and dialogue without having to rely solely on text based mediation. This repr... Read More about Access denied? Twenty-first-century technology in schools.

Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative (2013)
Journal Article
Burden, K., Younie, S., & Leask, M. (2013). Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative. Journal of education for teaching : JET, 39(4), 459-463. https://doi.org/10.1080/02607476.2013.801216

MESH is a part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector (Leask, 2011, 2012; Leask and Younie 2013, Leask and Preston 2012). The goal is to develo... Read More about Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative.

Mobilising teacher education: a study of a professional learning community (2013)
Journal Article
Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2013). Mobilising teacher education: a study of a professional learning community. Teacher Development, 17(1), 1-18. https://doi.org/10.1080/13664530.2012.752671

This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile dev... Read More about Mobilising teacher education: a study of a professional learning community.