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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). doi:10.4018/ijmbl.2018040108. ISSN 1941-8647

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

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). doi:10.1108/itse-05-2017-0027. ISSN 1741-5659

© 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

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). doi:10.1080/1475939X.2016.1230555. ISSN 1475-939X

© 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

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. doi: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

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). doi:10.1007/s11165-016-9514-1. ISSN 0157-244X

© 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

Changing knowledge, changing technology: implications for teacher education futures (2016)
Journal Article
Burden, K., Aubusson, P., Brindley, S., & Schuck, S. (2015). Changing knowledge, changing technology: implications for teacher education futures. Journal of education for teaching : JET, 42(1), (4-16). doi:10.1080/02607476.2015.1125432. ISSN 0260-7476

© 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

Teachers learning to use the iPad in Scotland and Wales: a new model of professional development (2015)
Journal Article
Burden, K., Abbinett, E., & Beauchamp, G. (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). doi:10.1080/02607476.2015.1013370. ISSN 0260-7476

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

Investigating teachers' adoption of signature mobile pedagogies (2014)
Journal Article
Burden, K., Kearney, M., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & education, 80, (48-57). doi:10.1016/j.compedu.2014.08.009. ISSN 0360-1315

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

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). doi:10.1080/1475939x.2013.864697. ISSN 1475-939X

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

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). doi:10.1080/02607476.2013.801216. ISSN 0260-7476

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

Mobilising teacher education: a study of a professional learning community (2013)
Journal Article
Burden, K., Aubusson, P., Kearney, M., & Schuck, S. (2013). Mobilising teacher education: a study of a professional learning community. Teacher Development, 17(1), (1-18). doi:10.1080/13664530.2012.752671. ISSN 1366-4530

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

m-Research: ethical issues in researching young people's use of mobile devices (2012)
Journal Article
Burden, K., Aubusson, P., & Schuck, S. (2012). m-Research: ethical issues in researching young people's use of mobile devices. Youth Studies Australia, 31(3), (17-26). ISSN 1038-2569

A growing area of research concerns the increasing use by young people of mobile phones. Inevitably, researchers interested in exploring the lives and habitus of young people must also consider their engagement with the ubiquitous mobile. This resear... Read More

Viewing mobile learning from a pedagogical perspective (2012)
Journal Article
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1), doi:10.3402/rlt.v20i0/14406. ISSN 2156-7069

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collabo... Read More

'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning (2010)
Book Chapter
Burden, K., & Atkinson, S. (2010). 'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning. Cases on online discussion and interaction: experiences and outcomes, 141-158. IGI Global. doi:10.4018/978-1-61520-863-0.ch007

Prior to the Web, we had hundreds of years of experience with broadcast media, from printing presses to radio and TV. Prior to email, we had hundreds of years experience with personal media - the telegraph, the telephone. But outside the Internet, we... Read More

Conceptualising teachers' professional learning with Web 2.0 (2010)
Journal Article
Burden, K. J. (2010). Conceptualising teachers' professional learning with Web 2.0. Campus-Wide Information Systems, 27(3), (148-161). doi:10.1108/10650741011054456. ISSN 1065-0741

Purpose – This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach – The paper draws o... Read More

Personalising teaching and learning with digital resources: DiAL-e framework case studies (2009)
Book Chapter
Atkinson, S., & Burden, K. (2009). Personalising teaching and learning with digital resources: DiAL-e framework case studies. Technology-supported environments for personalised learning: methods and case studies, 91-108. IGI Global. doi:10.4018/978-1-60566-884-0.ch006

This chapter describes the ways in which individual academics have sought to realise a degree of personalisation in their teaching practice through their engagement with the DiAL-e Framework (Digital Artefacts for Learner Engagement). The DiAL-e Fram... Read More

Mobile learning for teacher professional learning: benefits, obstacles and issues (2009)
Journal Article
Burden, K., Aubusson, P., & Schuck, S. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J, 17(3), (233-247). doi:10.1080/09687760903247641. ISSN 0968-7769

This paper reflects on the role of mobile learning in teachers’ professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to... Read More