Designing an Educator Toolkit for the Mobile Learning Age

Kevin Burden; Matthew Kearney

International Journal of Mobile and Blended Learning Vol. 10, No. 2 (April 2018) pp. 88–99

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,...

Access Denied? Twenty-First-Century Technology in Schools

Trevor Male; Kevin Burden

Technology, Pedagogy and Education Vol. 23, No. 4 (2014) pp. 423–437

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...

Evaluating pedagogical affordances of media sharing Web 2.0 technologies: A case study

Kevin Burden; Simon Atkinson

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2008 (2008) pp. 121–125

This short paper describes a small, ongoing case study exploring how the affordances of a media sharing Web 2.0 application (VoiceThread) can be evaluated for its pedagogical value. Web 2.0 technologies emerge so quickly it is difficult for...

Conceptualising Teachers' Professional Learning with Web 2.0

Kevin John Burden

Campus-Wide Information Systems Vol. 27, No. 3 (2010) pp. 148–161

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 on ...

Virtuality, veracity and values: Exploring between virtual and real worlds using the 3V model

Simon Atkinson; Kevin Burden

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007 (2007) pp. 26–31

Investigating distinctive pedagogies in mobile learning

Kearney Matthew; Kevin Burden

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1673–1680

This international study investigates how teachers are exploiting distinctive pedagogical features of mobile learning: collaboration, personalization and authenticity (Kearney, Schuck, Burden & Aubusson, 2012). The researchers developed a survey...

Topics: Mobile Learning, Information Technology Diffusion/Integration

“Beyond Content: Developing Transferable Learning Designs with Digital Video Archives.”

Kevin Burden; Simon Atkinson

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4041–4050

This paper describes the development and initial testing of a new framework tool for the use of digital video in tertiary education. It is set within the context of a project undertaken on behalf of the Joint Information Systems Committee (JISC) in ...

Topics: Social Studies

Barriers and Challenges Facing Pre-Service Teachers use of Mobile Technologies for Teaching and Learning

Kevin Burden; Paul Hopkins

International Journal of Mobile and Blended Learning Vol. 8, No. 2 (April 2016) pp. 1–20

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...

Jumping on the <I>YouTube</I> bandwagon? Using digital video clips to develop personalised learning strategies

Kevin Burden; Simon Atkinson

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007 (2007) pp. 96–98

Future Scenarios for Mobile Science Learning

Kevin Burden; Matthew Kearney

Research in Science Education Vol. 46, No. 2 (2016) pp. 287–308

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" are set out neither as predictions nor...

The transformative potential of the DiAL-e framework: Crossing boundaries, pushing frontiers

Kevin Burden; Simon Atkinson; Kevin Burden; Simon Atkinson

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2008 (2008) pp. 110–120

This paper investigates the responses and impact upon a group of adult learners (educators) to a novel framework for the use of digital artefacts in tertiary education settings (the Digital Artefacts for Learner Engagement Framework: DiAL-e). The...

Translational Research Principles Applied to Education: The Mapping Educational Specialist Knowhow (MESH) Initiative

Kevin Burden; Sarah Younie; Marilyn Leask

Journal of Education for Teaching: International Research and Pedagogy Vol. 39, No. 4 (2013) pp. 459–463

The Mapping Educational Specialist Knowhow (MESH) Initiative is part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector. The goal is to develop and test...

m-Research

Kevin Burden; Sandy Schuck; Peter Aubusson

Youth Studies Australia Vol. 31, No. 3 (September 2012) pp. 17–26

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...

Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues

Peter Aubusson; Sandy Schuck; Kevin Burden

Association for Learning Technology Journal Vol. 17, No. 3 (November 2009) pp. 233–247

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-in-action and...

Teachers Learning to Use the iPad in Scotland and Wales: A New Model of Professional Development

Gary Beauchamp; Kevin Burden; Emily Abbinett

Journal of Education for Teaching: International Research and Pedagogy Vol. 41, No. 2 (2015) pp. 161–179

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...

Investigating teachers' adoption of signature mobile pedagogies

Matthew Kearney; Kevin Burden; Tapan Rai

Computers & Education Vol. 80, No. 1 (January 2015) pp. 48–57

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...

Language: English

Using Scenario Planning to Inform Pedagogical Practice in Virtual Worlds in Schools: Collaboration and Structure

Christopher Alan Bonfield; Kevin John Burden; Andrew Cram; Katy Lumkin

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012 (November 2012)

Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review

Kevin Burden; Matthew Kearney; Sandra Schuck; Tony Hall

Computers & Education Vol. 138, No. 1 (September 2019) pp. 83–100

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,...

Language: English

Viewing Mobile Learning from a Pedagogical Perspective

Matthew Kearney; Sandra Schuck; Kevin Burden; Peter Aubusson

Research in Learning Technology Vol. 20, No. 1 (2012)

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,...

Mobilising Teacher Education: A Study of a Professional Learning Community

Sandy Schuck; Peter Aubusson; Matthew Kearney; Kevin Burden

Teacher Development Vol. 17, No. 1 (2013) pp. 1–18

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...

Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

Kevin Burden; Peter Aubusson; Sue Brindley; Sandy Schuck

Journal of Education for Teaching: International Research and Pedagogy Vol. 42, No. 1 (2016) pp. 4–16

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 these two themes and their...