Kearney is an Associate Professor in the area of ICT in Education. His scholarly interests focus on innovative technology-mediated learning in K-12 and teacher education contexts (see full list of Kearney's publications). He is leader of the Initial Teacher Education cluster in the School of International Studies & Education at UTS.
Kearney supervises Masters and Doctoral level students in Education. He teaches across two initial teacher education programs in the School of International Studies & Education, coordinating ICT in Education subjects in the BABEd and MTeach (Sec). He has led or participated in numerous funded research projects investigating pedagogical practices with emerging learning technologies (see Research tab). He has recently completed two major projects. He was a chief investigator on an ARC Discovery Grant, Optimising Mobile Learning in Maths and Science; and was a member of the Erasmus+ funded project team exploring the use of mobile technologies in teacher education (see Mobilising and Transforming Teacher Education Pedagogies). He is currently a member of a new Erasmus+ funded project team, led by Hull university in UK, investigating innovative mobile pedagogies (see DEIMP project). He is serves on the editorial team of the Australasian Journal of Educational Technology.
Can supervise: YES
Kearney’s research and development interests are in the area of technology-enhanced learning in K-12 and teacher education contexts. His work focuses on two areas:
- Innovative pedagogical practices with new and emerging learning technologies;
- Development and use of technology-enhanced learning designs.
Kearney has published widely in high ranking journals such as the Australasian Journal of Educational Technology and Computers and Education. He has led or participated in numerous funded research projects in the area of technology-enhanced learning. He recently completed two major projects. He was a chief investigator on an ARC Discovery Grant, Optimising Mobile Learning in Maths and Science; and was a member of the Erasmus+ funded project team exploring the use of mobile technologies in teacher education (see Mobilising and Transforming Teacher Education Pedagogies). He is currently a member of a new Erasmus+ funded project team, led by Hull university in UK, investigating innovative mobile pedagogies (see DEIMP project). He is currently serving on the editorial team of the Australasian Journal of Educational Technology.
Kearney has coordinated and taught in several core and elective ICT in Education subjects, mainly in the BABEd and MTeach(sec) teacher education programs. He also has coordinated and taught in similar subjects in the MEd program as well as teaching short courses for practising teachers.
021702 ICT in School Education: Current Issues and Applications
013002 Designing Learning for a Digital Generation
These subjects provide an opportunity for prospective teachers to reflect on their beliefs about the nature of learning and their own notions of teaching. Experiences in these subjects are designed to help students to further develop these views and understand the role of digital technologies in enhancing pedagogy. Student teachers enrolled in these subjects arrive with a wide range of experiences with technology and come with a variety of perceptions of how ICTs can be used in education. These subjects further develop their understandings of potential approaches to using new learning technologies supported by a range of physical and virtual learning spaces. In a dynamic field that changes rapidly each year, these subjects provide career-long professional learning strategies for teachers to keep up to date with emerging digital pedagogies.
Other teaching activities include research supervision and assessment of Doctoral, Masters and BABEd (Honours) theses and tertiary supervision of practicum students.
Burden, K, Kearney, M, Schuck, S & Burke, P 2019, 'Principles Underpinning Innovative Mobile Learning: Stakeholders’ Priorities', TechTrends, vol. 63, no. 6, pp. 659-668.View/Download from: Publisher's site
© 2019, Association for Educational Communications & Technology. 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 of relevant literature produced a set of articles describing effective innovative m-learning. Principles underpinning the learning activities in these articles were identified. These principles were then provided to respondents so that they could identify the most important ones relative to the others for designing effective and innovative m-learning tasks. A rigorous Best/Worst Scaling (BWS) survey was used to collect these data. This is the first time that a BWS has been conducted with regard to mobile pedagogical principles. Findings showed that principles related to authenticity were rated most important relative to other principles by the m-learning experts and principles related to personalisation and customisation were rated most important by practising teachers. Other principles that have been used in innovative m-learning designs, such as gamification and intergenerational learning, were seen as least important by all respondents. The findings will inform design of professional development activities, in particular, those pertaining to an app being developed in an Erasmus + project, Developing and Evaluating Innovative Mobile Pedagogies (DEIMP).
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 and Education, vol. 138, pp. 83-100.View/Download from: Publisher's site
© 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, including the extent to which these approaches may be disruptive to traditional school structures and practices. It adopts a rigorous Systematic Literature Review (SLR)methodology to interrogate this phenomenon, with fifty-seven high quality articles published between 2010 and 2017 meeting the stringent selection criteria. Content and thematic analysis showed low to medium degrees of innovation in most studies, with only 3 articles showing radically innovative, disruptive mobile learning practices. Illustrative examples are discussed across this ‘innovation spectrum’ and the notion of feasible innovation is proposed in the context of mobile learning in schools. The findings have implications for educators interested in designing and enacting effective innovative mobile learning practices, and researchers interested in the nature of innovation in mobile pedagogies.
This paper develops and examines a scale to capture teachers’ views of the mobile pedagogies they are adopting. Mobile pedagogies refer to the practices and approaches teachers use that involve mobile technologies to support learning. A mobile technology is any portable, handheld technology that potentially supports learning and includes laptops, tablets and smartphones. This study develops a rigorous scale to capture mobile pedagogies adopted in mobile learning tasks designed by teachers. In particular, the scale focuses on measuring pedagogies related to the iPAC framework which comprises three overarching dimensions of m-learning: personalisation, authenticity and collaboration (PAC). Each dimension has a pair of sub-components associated with it (for personalisation: agency and customisation; for authenticity: context and task; for collaboration: conversation and co-creation). The reliability and validity of a 20-item scale is assessed. A measure of overall m-learning experiences was also established and found to be significantly predicted by m-learning pedagogy. We also report on differences between teachers in m-learning practice with respect to subject area and year of schooling.
Kearney, M, Maher, D & Pham, L 2019, 'Investigating pre-service teachers’ informally-developed online professional learning networks', Australasian Journal of Educational Technology, vol. 36, no. 1, pp. 21-35.View/Download from: Publisher's site
This study investigates how final year pre-service teachers (PSTs) from several countries use social media to support their online professional learning network (PLN) activities. Adopting a mixed-methods approach, it uses a global survey and interview methods to generate fresh insights into PSTs’ informally-developed online PLN practices and their perceived benefits of these self-initiated activities. Findings uncover new understandings of contemporary PSTs’ patterns of use and configurations of their online PLNs and have implications for their effective transitioning into the teaching profession.
Kearney, MD & Maher, D 2019, 'Mobile learning in pre-service teacher education: Examining the use of professional learning networks.', Australasian Journal of Educational Technology, vol. 35, no. 1, pp. 135-148.View/Download from: Publisher's site
Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers' professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology where data from focus group discussions, artefact collection and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.
Bano, M, Zowghi, D, Kearney, M, Schuck, S & Aubusson, P 2018, 'Mobile learning for science and mathematics school education: A systematic review of empirical evidence', Computers and Education, vol. 121, pp. 30-58.View/Download from: Publisher's site
The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and robust guidelines. The SLR resulted in the detailed analysis of 49 studies (60 papers) published during 2003–2016. Content and thematic analyses were used to ascertain pedagogical approaches, methodological designs, foci, and intended and achieved outcomes of the studies. The apps and technologies used in these studies were further classified for domain, type and context of use. The review has highlighted gaps in existing literature on the topic and has provided insights that have implications for future research.
Burden, K & Kearney, MD 2018, 'Designing an educator toolkit for the mobile learning age.', International Journal of Mobile and Blended Learning, vol. 10, no. 2, pp. 88-99.View/Download from: Publisher's site
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 need to better understand how to design learning scenarios which genuinely exploit the unique pedagogical affordances of mobile technologies rather than replicating existing patterns and modes of behaviour. This article describes the design and
development of a mobile learning toolkit for educators to realise this vision. It presents the theoretical underpinnings for the toolkit and describes the development of different tools, instruments and
resources. The main aim of the toolkit is to help teacher educators and teachers build knowledge and understanding of more diverse mobile pedagogical approaches.
Burke, PF, Schuck, S, Aubusson, P, Kearney, M & Frischknecht, B 2018, 'Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption', Technology, Pedagogy and Education, vol. 27, no. 2, pp. 149-163.View/Download from: Publisher's site
This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.
Kearney, M, Schuck, SR, Aubusson, P & Burke, P 2018, 'Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon', Teacher Development, vol. 22, no. 4, pp. 481-496.View/Download from: Publisher's site
The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.
Burden, KJ & Kearney, M 2017, 'Investigating and critiquing teacher educators’ mobile learning practices', Interactive Technology and Smart Education, vol. 14, no. 2, pp. 110-125.View/Download from: Publisher's site
© 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 mobile learning? Design/methodology/approach: The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected. Findings: Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recommend future directions for research and development. Research limitations/implications: This study underlines our contention that teacher educators struggle to exploit the entire range of mobile pedagogical approaches. The findings suggest that teacher educators are cautiously exploring the potential for online collaboration mediated through mobile devices, but have not yet fully grasped the opportunities to design tasks which exploit (and model) the personalised nature of m-learning. The limitations of the study include the size of the sample (46), its self-selected nature and its bias towards Australian and the UK respondents. Practical implications: In response to the issues raised in this paper, the authors are developing a mobile learning toolkit (www.mobilelearningtoolkit.com) for teacher educators. Originality/value: There is a scarcity of m-learning studies in teacher education exploring pedagogical insights, and the views of teacher educ...
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 formal institutional learning give scope for learning to be conceptualised in an expanded variety of places, times and ways. In this conceptual article the authors articulate this notion by using the metaphor of the Third Space to envision what can be achieved with mobile learning. They outline their use of the metaphor, consider how it extends notions of twenty-first century learning and use a previously established Mobile Pedagogical Framework to provide a context for the discussion. They conclude with implications of learning in the Third Space for teachers and students. These implications suggest
that roles of teachers and students and structure of the curriculum need to change to ensure we leverage the potential of mobile learning.
© 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’ are set out neither as predictions nor prognoses but rather as stimuli to encourage greater discussion and reflection around the use of mobile technologies in science education. Informed by the literature and our empirical data, we consider four alternative futures for science education in a mobile world, with a particular focus on networked collaboration and student agency. We conclude that ‘seamless learning’, whereby students are empowered to use their mobile technologies to negotiate across physical and virtual boundaries (e.g. between school and out-of-school activities), may be the most significant factor in encouraging educators to rethink their existing pedagogical patterns, thereby realizing some of the promises of contextualised participatory science learning.
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 constructs (Kearney, Schuck, Burden, & Aubusson, 2012) and used it to interrogate current mobile learning practices in school and university education. This paper focuses on data from school teachers (n = 107). Findings indicated that teachers' perceptions of authenticity were high but aspects of online collaboration, networking and student agency were rated surprisingly lower than expected, given the rhetoric about enhanced connection and flexible learning opportunities afforded by mobile technologies. Device ownership was identified as one factor influencing adoption of these mobile pedagogies. Implications for effective use of handheld devices in teaching are addressed.
Aubusson, PJ, Burke, PF, Schuck, SR, Kearney, MD & Frischknecht, BD 2014, 'Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment and Preparation', Educational Researcher, vol. 43, no. 5, pp. 219-229.View/Download from: Publisher's site
Kearney, MD 2013, 'Learner-generated digital video: Using ideas videos in teacher education', Journal of Technology and Teacher Education, vol. 21, no. 3, pp. 321-336.
This qualitative study investigates the efficacy of Ideas Videos (or iVideos) in pre-service teacher education. It explores the experiences of student teachers and their lecturer engaging with this succinct, advocacy-style video genre designed to evoke emotions about powerful ideas in Education (Wong, Mishra, Koehler, & Siebenthal, 2007). The findings indicate this generative task, involving student teachers as filmmakers, leveraged rich outcomes in relation to their professional knowledge development. The study adds to the growing literature base espousing the significant roles of learner-generated digital video projects in teacher education.
Kearney, MD & Maher, D 2013, 'Mobile learning in Maths teacher education: Using Ipads to support pre-service teachers' professional development', Australian Educational Computing, vol. 27, no. 3, pp. 76-84.
An emerging body of literature explores mobile learning in teacher education contexts. A common theme is the facilitation of collaborative, authentic professional learning experiences, often leveraged by the immediate and spontaneous nature of learning in informal settings. This paper takes a snapshot of current developments with mobile learning in teacher education. It draws on analysis of data from a study investigating mobile learning approaches in this context, with a particular focus on pre-service Maths teachers professional development. The study was developed as part of our institutions activities in the national Teaching Teachers for the Future (TTF) project.
Schuck, SR, Aubusson, PJ, Kearney, MD & Burden, K 2013, 'Mobilising teacher education: A study of a professional learning community', Teacher Development, vol. 17, no. 1, pp. 1-18.View/Download from: Publisher's site
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 devices, members of the community felt they needed to develop expertise in mobile learning so that they could incorporate it into their teaching. They studied their own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best-practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. The authors conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices.
Kearney, MD, Jones, GC & Roberts, L 2012, 'An emerging learning design for student-generated iVideos.', Teaching English with Technology, vol. 12, no. 2, pp. 103-120.
This paper describes an emerging learning design for a popular genre of learner-generated video projects: Ideas Videos or iVideos. These advocacy-style videos are short, two-minute, digital videos designed " to evoke powerful experiences about educative ideas" (Wong, Mishra, Koehler & Siebenthal, 2007, pi). We draw on a recent study in teacher education to present a structured description of a pedagogical approach to iVideo filmmaking. A visual learning design representation (Agostinho, Harper, Oliver, Hedberg & Wills, 2008) and a LAMS-based generic learning design template (Cameron, 2008) form part of this description.
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, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.
The literature on digital video in education emphasises the use of pre-fabricated, instructional-style video assets. Learning designs for supporting the use of these expert-generated video products have been developed. However, there has been a paucity o
Schuck, SR, Aubusson, PJ & Kearney, MD 2010, 'Web 2.0 in the classroom? Dilemmas and opportunities inherent in adolescent web 2.0 engagement.', Contemporary Issues in Technology and Teacher Education (CITE), vol. 10, no. 2, pp. 234-246.
The paper discusses the implications of the current phenomenon of adolescent engagement in digital spaces. Young people are increasingly active Web 2.0 users, and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for studying the area in culturally sensitive ways that privilege adolescents voices.
This research project investigated the use of interactive whiteboards (IWBs) in K-12 education. Exploration of the use of IWBs in six different school settings provided insights into the activities, approaches, roles and beliefs of students and teachers in a range of primary and secondary class contexts and discipline areas. The study was informed by socio-cultural theory and a major focus was on the interactions between the new technology, pedagogy and the social conditions of the classroom. The findings presented in this paper focus on the pedagogical aspects of using IWBs that emerged from the study.
Schuck, SR & Kearney, MD 2008, 'Classroom-based use of two educational technologies: A sociocultural perspective', Contemporary Issues in Technology and Teacher Education (CITE), vol. 8, no. 4, pp. 1-10.
This paper describes the fit between educational technologies and teacher views and pedagogies in light of two recently completed research projects. These studies focused on observed pedagogies associated with the classroom-based use of two learning technologies: digital video (student-generated), and interactive whiteboards. The paper considers the use of these two technologies from a sociocultural perspective, recognizing that the nature of tools and the nature of societal use of these tools are mutually dependent. Questions are raised about how the inherent nature of different technologies might shape different learning experiences and outcomes and whether certain technologies fit better with some pedagogical approaches than others.
Kearney, MD 2006, 'Prospective science teachers as e-learning designers', Australian Journal of Educational Technology, vol. 22, no. 2, pp. 229-250.
Kearney, MD 2004, 'Classroom use of multimedia-supported predict-observe-explain tasks in a social constructivist learning environment', Research in Science Education, vol. 34, no. 4, pp. 427-453.View/Download from: Publisher's site
Kearney, MD & Treagust, DF 2001, 'Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics', Australian Journal of Educational Technology, vol. 17, no. 1, pp. 64-79.
This paper describes the fruitful interaction between educational research on constructivism and the development and use of a multimedia computer program. The software uses interactive digital video clips to present sixteen real world demonstrations to Physics students. It is designed to be used by pairs of students to elicit their pre-instructional conceptions of Force and Motion and encourage discussion about these views. A predict-observe-explain (POE) strategy is used to structure the learners engagement with the video clips. The choice and sequence of the video clips, as well as the multiple choice options available to students in the prediction phase of each task was informed by misconception research in physics education. All multiple choice selections and written responses made by users are recorded automatically in a text file on the computer hard drive
Kearney, MD, Treagust, DF, Yeo, S & Zadnik, M 2001, 'Student and teacher perceptions of the use of multimedia supported POE tasks to probe understanding', Research in Science Education, vol. 31, no. 4, pp. 589-615.
This paper discusses student and teacher perceptions of a new development in the use of the predictobserveexplain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms.
Kearney, M, Burden, K & Schuck, S 2020, 'Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.' in Ferdig, R, Baumgartner, E, Hartshorne, R, Kaplan-Rakowski, R & Mouza, C (eds), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field, Association for the Advancement of Computing in Education (AACE)., US., pp. 661-666.
This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students
using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning
app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices.
Kearney, M, Maher, D, Pham, L & Kuang, S 2020, 'Pre-service teachers’ self-initiated use of mobile devices to support their online professional learning networking' in Burden, K & Naylor, A (eds), Transforming Teacher Education with Mobile Technologies, Bloomsbury Academic, London, pp. 51-72.
This study investigates how pre-service teachers (PSTs) are using social media apps to support their self-initiated online professional learning networks (PLNs). It also explores PSTs’ perceived benefits and challenges of these mobile learning activities. The study used an international online survey fielded in two phases to explore these aims. In the first phase, the survey was compiled in English and disseminated in Australia and overseas. In the second phase, to widen the survey participation and gather more culturally diverse perspectives of PSTs’ practices, the survey was translated to Chinese and disseminated in China. This chapter focuses on the respondents from both surveys that reported using a mobile device for their PLN activities (n=335). A validated mobile pedagogical framework is used to analyse the data. Findings provide nuanced insights into this niche and evidently valuable mobile learning practice in initial teacher education.
Kearney, M & Nielsen, W 2019, 'Teaching and learning science with digital technologies.' in Dawson, V, Venville, G & Donovan, J (eds), The art of teaching science: A comprehensive guide to the teaching of secondary school science., Allen & Unwin., Sydney, pp. 209-225.
Educational technologies have been regularly hailed as a ‘game changer’ in schools. From the introduction of film and radio in the early 20th century to more contemporary digital technologies such as mobile devices and associated applications (or ‘apps’), educational technologies have frequently been promoted as a panacea for student engagement problems in classrooms. However, there has also been an alarming gap between these ‘hyped’ claims and evidence of enhanced teaching and learning. This chapter explores ways that secondary school science teachers and students might use digital educational technologies – or what we also refer to in this chapter as learning technologies – to effectively support learning. Throughout this chapter, we refer to specific examples of apps and websites. It is important to note that these are current examples of high quality resources and new ones are constantly in development.
Kearney, M, Burden, K & Schuck, S 2019, 'Disrupting education using smart mobile pedagogies' in Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, Springer, Switzerland, pp. 139-157.View/Download from: Publisher's site
© 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 pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by the use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted, and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling. In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement ‘feasible disruptions’. Consequently, implications for teacher education are explored.
Kearney, M, Burden, K & Schuck, S 2019, 'Disrupting education using smart mobile pedagogies.' in Daniela, L (ed), Didactics of Smart Pedagogy Smart Pedagogy for Technology Enhanced Learning, Springer, Germany, pp. 139-157.View/Download from: Publisher's site
As mobile technologies become more multi-faceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted; and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling.
In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement 'feasible disruptions'. Consequently, implications for teacher education are explored.
Burden, K & Kearney, M 2018, 'Mobile STEM learning scenarios' in Schuck, S, Aubusson, P, Burden, K & Brindley, S (eds), Uncertainty in Teacher Education Futures, Springer, Singapore, pp. 177-203.View/Download from: Publisher's site
Burden, K & Kearney, MD 2016, 'Conceptualising Authentic Mobile Learning' in Churchill, D, Lu, J, Chiu, KFT & Fox, B (eds), Mobile Learning Design, Springer, Germany, pp. 27-42.View/Download from: Publisher's site
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 activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning, this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.
Kearney, M, Pressick-Kilborn, KJ & Aubusson, PJ 2016, 'Students’ use of digital video in contemporary science teacher education' in Hoban, G, Nielsen, W & Shepherd, A (eds), Student-generated Digital Media in Science Education: Learning, explaining and communicating content, Routledge, UK, pp. 136-147.
Aubusson, PJ, Griffin, JM & Kearney, MD 2012, 'Learning beyond the classroom: Implications for school science' in Fraser, BJ, Tobin, K & McRobbie, CJ (eds), The second international handbook of science education, Springer, Dordrecht; London, pp. 1123-1134.
Young people learn outside school, beyond the classroom. Much of the science that they learn comes from relatively informal experiences. The ideas and thinking that derive from daily experiences, conversations, curiosity, watching and listening are difficult to trace. However, we are fortunate that there is a significant body of research that has investigated the learning experiences of children and adolescents in a variety of settings beyond the classroom. These are sometimes referred to as informal settings but many include a variety of activities ranging from relatively formal and structured to entirely informal and ad hoc. We believe that much can be learned from a consideration of the way children and adolescents operate in these settings and that the patterns of engagement that have been observed have deep, fundamental implications for learning in science classrooms. It is impossible here to consider all the various fields in which learning beyond the classroom occurs.
Kearney, MD, Young, KA & Prescott, AE 2009, 'Investigating Prospective Teachers as Learning Design Authors' in Lockyer, L, Bennett, S, Agostinho, S, Harper, B, Wollongong, UO & Australia (eds), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, IGI Global, Hershey, USA, pp. 263-281.View/Download from: Publisher's site
This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible `test-bed for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presente
Burden, K, Schuck, S & Kearney, M 2019, 'Innovative mobile learning: A scan of the literature', Proceedings of the 15th International Conference on Mobile Learning 2019, ML 2019, International Conference Mobile Learning, Curran, Utrecht, The Netherlands, pp. 126-130.
© 2019 IADIS Press. All rights reserved. This paper summarises findings from an initial study completed as the first phase of the Erasmus+ KA2 research project: Designing and Evaluating Innovative Mobile Pedagogies (DEIMP). The purpose of the scoping study was to inform the design and development of a multi-purpose mobile app that will support educators and pre-service teachers in designing and evaluating creative and innovative mobile learning episodes for their students. This first component of the DEIMP study involved the conduct of a Systematic Literature Review to identify innovative and effective practices in m-Learning. A set of 57 articles were identified as reporting on innovative mobile practices and these were further assessed for their level of innovation. The study showed that innovation lies on a continuum from sustaining innovation to disruptive innovation and that disruptive innovation is infrequent.
Bano, M, Zowghi, D & Kearney, M 2017, 'Feature Based Sentiment Analysis for Evaluating the Mobile Pedagogical Affordances of Apps', Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing, IFIP TC 3 World Conference on Computers in Education, Springer, Dublin, Ireland, pp. 281-291.View/Download from: Publisher's site
The launch of millions of apps has made it challenging for teachers to select the most suitable m-learning app for their teaching purposes. Several evaluation frameworks have been proposed in the research literature to assist teachers in selecting the right apps for their needs. This paper presents an innovative technique for evaluating educational mobile apps by analysing the feedback of past app users through the lens of a mobile pedagogical perspective. We have utilized a sentiment analysis tool to assess the opinions of the app users against the criteria offered by a rigorous mobile learning pedagogical framework. The investigation has provided initial confirmation of the powerful utility of the feature based sentiment analysis technique for evaluating the mobile pedagogical affordances of learning apps.
Cochrane, T, Farley, H, Jones, S, Narayan, V & Kearney, M 2016, 'Beyond Pokémon Go: Mobile AR & VR in education', ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning, pp. 136-138.
© 2016 Deakin University. All Rights Reserved. The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) – how will this impact higher education? This Symposium will gather the collective experience and expertise of members of the newly established Ascilite Mobile Learning Special Interest Group (Ascilitemlsig) to explore and discuss the potential and issues surrounding the rapidly developing fields of mobile Augmented Reality and mobile Virtual Reality. The SIG seeks to draw develop an international community of mobile learning researchers in the context of mobile VR and AR. Building upon the global popularity of the Pokémon Go app, Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. Members of the Ascilitemlsig will discuss the potential of mobile AR and VR for user generated content and contexts, share their recent practice-based research, and invite interaction from the wider Ascilite conference attendees.
Perry, R, Pressick-Kilborn, K & Kearney, M 2013, 'Exploring connected learning spaces in teacher education', 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE, Sydney, NSW, Australia, pp. 694-705.
This paper reports on outcomes from a study that explored how connected learning spaces, mediated by videoconference technology, enabled real-world engagement in pre-service teacher education. Student teachers in drama and science education participated in the study, which involved varied connections with school children and their classroom teachers. Key themes that emerged were underpinned by a consideration of authentic learning: student teachers’ observations of teacher practices; enactment of multiple roles; and exposure to diverse and timely feedback. Implications for the design of discipline specific on-campus activities are considered in relation to how they inform effective integration of videoconference technology for real-world, professional engagement in teacher education.
Kearney, MD 2012, 'How iVideos Inspire Teacher Learning.', Proceedings of Society for Information Technology & Teacher Education International Conference 2012, Society for Information Technology and Teacher Education International Conference, AACE., Austin, Texas, US, pp. 1389-1396.
This paper reports on the findings of a study investigating the efficacy of learner-generated 'Ideas Video' tasks in pre-service teacher education. It explores the experiences of student teachers and their lecturer interacting with this succinct, advocacy-style video genre. The findings indicate this immersive task, modelling a design-based pedagogy involving student teachers as filmmakers, leveraged rich outcomes in relation to their professional knowledge, beliefs and competency development. The study adds to the growi ng literature base espousing the significant roles of learner-generated digital video projects in teacher education.
Kearney, MD, Pressick-Kilborn, KJ & Maher, D 2012, 'Driving Pre-Service Science Teachers' TPACK Development Through Their Generative Use Of Digital Video', Proceedings of Society for Information Technology & Teacher Education International Conference 2012, Society for Information Technology and Teacher Education International Conference, AACE., Austin, Texas, US, pp. 1381-1388.
An emerging body of literature explores the benefits of prospective science teachers creating and sharing digital video in their professional learning activities. A common theme is the facilitation of reflection on experience and a range of other potential professional teaming benefits. This paper takes a snapshot of current developments with teacher-generated digital video tasks in teacher education with a focus on pre-service science teachers' technological pedagogical content knowledge (TPACK) development. The paper draws on preliminary analysis of data from one of the 39 teacher preparation institutions participating in The Teaching Teachers for the Future (TTF) project, funded by the Australian Government.
Perry, R & Kearney, M 2012, 'Alternative spaces for engagement: Performance and conversation in the connected classroom', 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings, pp. 453-454.
Teleconferencing is emerging as a potentially emancipative learning technology in higher education. This poster explores the learning journey of one class of teacher education students as they build, prepare and perform a play for primary school pupils across a collaborative space mediated by videoconference facilities. Emphasis will be on the academic and student perspectives of their journey with a consideration of the affordances of this type of technology-mediated activity in drama education. © ISLS.
Kearney, MD, Jones, GC & Roberts, L 2011, 'An emerging learning design for student-generated 'iVideos'', Proceedings of the 6th International LAMS & Learning Design Conference 2011: Learning design for a changing world, International LAMS Conference, LAMS Foundation, Macquarie University, Sydney, pp. 117-127.
This paper describes an emerging learning design for a popular genre of learner-generated video projects: Ideas Videos or iVideos. These advocacy-style videos are short, two-minute, digital videos designed âto evoke powerful experiences about educative ideasâ (Wong, Mishra, Koehler & Siebenthal, 2007, p1). We draw on a recent study in teacher education to present a structured description of a pedagogical approach to iVideo filmmaking. A visual learning design representation (Agostinho, Harper, Oliver, Hedberg & Wills, 2008) and a LAMS-based generic learning design template (Cameron, 2008) form part of this description.
Kearney, MD, Schuck, SR & Burden, K 2010, 'Locating mobile learning in the third space', Conference Proceedings MLearn 2010 Mobile Learning, MLearn Mobile Learning, University of Malta, Valetta, Malta, pp. 108-115.
The paper provides a framework for mobile learning that highlights three key features characterising such learning. These features are authenticity, social interactivity and customisation. The features were suggested through their presence in two mobile learning projects, Mobagogy, a project in which a higher education learning community developed understanding of mobile learning and The Bird in the Hand Project, which explored the use of smartphones by trainee teachers and their mentors.
Schuck, SR, Aubusson, PJ, Kearney, MD & Burden, K 2010, 'Mobagogy - mobile learning for a higher education community', Mobile Learning 2010 Proceedings, International Association for Development of the Information Society International Conference, International Association for Development of the Information Society (IADIS), Porto, Portugal, pp. 69-76.
This paper reports on a project in which a learning community of higher educators was formed to investigate how best to use mobile technologies in their own learning and teaching. Activities of this group included investigating best practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own higher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained both from the expert interviews and from the experiences of members of the community, and discusses the challenges and constraints that were experienced. We conclude with recommendations for promoting mobile learning communities in higher education.
Kearney, MD 2009, 'Investigating Digital Storytelling and Portfolios in Teacher Education', Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, Educational Multimedia, Hypermedia & Telecommunications, AACE, Honolulu, USA, pp. 1987-1996.
This paper explores connections between digital storytelling and learning portfolios in the context of pre-service teacher education. It examines the potential role of digital stories in supporting the presentational functions and reflective processes inherent in portfolio tasks. Eleven prospective primary teachers participated in this completed study by incorporating their own digital story as an integral part of their learning portfolio. Their digital stories helped the student teachers to present their learning journey in compelling ways and enhanced synthesis and analysis of the learning experiences associated with their portfolio artefacts. The digital stories also became an object of reflection in their own right.
Kearney, MD 2009, 'Towards a learning design for student-generated digital storytelling.', Proceedings of the The Future of Learning Design conference, The Future of Learning Design conference, University of Wollongong, University of Wollongong, pp. 25-39.
The literature on digital video in education often emphasises the use of pre-fabricated, instructional style video assets. Learning designs for supporting the use of these expert-generated video products have been developed (e.g. Burden & Atkinson, 2008). However, there has been a paucity of pedagogical frameworks for facilitating learner-generated video projects. This paper outlines an emerging learning design for a popular genre: learner-generated digital storytelling.
Schuck, SR, Kearney, MD & Aubusson, PJ 2008, 'Education, opportunities and challenges for generation OurSpace: Taming the beast', Proceedings of Ed-Media 2008 world conference on educational multimedia, hypermedia and telecommunications, Educational Multimedia, Hypermedia & Telecommunications, Association for the advancement of computing in education (AACE), Vienna, Austria, pp. 5804-5811.
The paper discusses the opportunities and challenges presented for current notions of schooling by adolescent online cultures. Young people are increasingly active Web 2.0 users and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for the need for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for the need to study the area in culturally sensitive ways that privilege adolescents voices.
Kearney, MD & Young, KA 2007, 'An emerging learning design based on analogical reasoning', Proceedings of the 2nd International LAMS Conference 2007, International LAMS Conference, LAMS Foundation, Macquarie University, Sydney, pp. 51-61.
This paper presents a beta version of a generic learning design based on analogical reasoning. The value of applying principles of analogical reasoning, informed by key literature, is explored. The need to work collaboratively, not only with field experts but also teachers themselves is also discussed. This relationship is evidenced through the contribution of pre-service teacher participants who took part in a recent study which focused on their experiences in designing and implementing a learning design based on well researched learning strategies. Participants chose to implement their own contextualised analogical reasoning online tasks in school-based learning environments and the crucial role of the teacher to facilitate learning of target concepts is highlighted.
Kearney, MD & Young, KA 2007, 'Pre-Service teachers' perceptions of LAMS as a teaching tool.', ICT: Providing choices for learners and learning. Proceedings of ASCILITE Singapore 2007, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Centre for Educational Development, Nanyang Technological University, Singapore, Centre for Educational Development, Nanyang Technological University,Singapore, pp. 490-499.
This paper reports on one component of a recent study which examined pre-service teachers' use of the Learning Activity Management System (LAMS) to facilitate their professional learning. Over a period of two semesters, seventeen pre-service teachers took part in an in depth study of their professional development as a result of authoring a learning design and implementing it during their practicum. This paper reports on the pre-service teachers' perceptions of LAMS' useability, flexibility and potential for use in K-12 classrooms.
Schuck, SR & Kearney, MD 2007, 'Disruptive or Compliant? The impact of two educational technologies on pedagogy.', Proceedings of Ed-media 2007 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Educational Multimedia, Hypermedia & Telecommunications, Association for the Advancement of Computing in Education, Vancouver, British Columbia, Canada, pp. 2619-2626.
In this paper, we discuss the fit between educational technologies and teacher views and pedagogies in light of two recently completed research projects. These studies focused on observed pedagogies associated with the classroom-based use of two learning technologies: (student-generated) digital video, and interactive whiteboards (IWBs). The paper considers the use of these two learning technologies from a socio-cultural perspective that recognizes that the nature of tools and the nature of societal use of these tools are mutually dependent. We raise questions of how the inherent nature of different technologies might shape different learning experiences and outcomes, and whether certain technologies fit better with some pedagogical approaches than others.
Kearney, M, Prescott, A & Young, K 2006, 'Investigating teachers authoring their own learning designs', ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education, p. 978.
The 'project in progress' is situated in pre-service education and investigates prospective teachers authoring and use of their own online learning designs. Secondary and primary pre-service teachers adopted exemplary, well-researched learning strategies to inform the design of their own specific online learning tasks. (Strategies included analogical reasoning; predict-observe-explain; and 'learners' questions' approach.) The teachers then used their online tasks in the context of their teaching practicum. The web-based Learning Activity Management System (LAMS) acted as a 'test-bed' and support for their designs and implementation. This poster will report on preliminary findings from the study, focusing on key issues relating to the student teachers' professional learning. Research questions addressed in this poster are: How does this authoring and implementation process help student teachers to 'build bridges' between theory and practice in their teaching degree? To what extent do they develop their knowledge of (online and face to face) teaching and learning? To what extent is their understanding of specific learning strategies enhanced?. © 2006 Kearney, M., Prescott, A., Young, K.
Schuck, SR & Kearney, MD 2005, 'Teachers as producers, students as directors: why teachers use student-generated digital video in their classes', Proceedings of the Apple University Consortium Conference, Apple University Consortium Academic and Developers Conference, Apple Computer Australia, Hobart, Australia, pp. 1-13.
New developments with digital video and editing software have facilitated the use of student-generated video to enhance teaching and learning. The project discussed in this paper investigated the value of such use for enhancing pedagogy in K-12 schools. The collaborative project between academics from a NSW university and Apple Computer Australia identified, examined and analysed pedagogical practices in relation to use of this technology in five case schools. This paper will focus on the perspectives of the teachers in the study and their rationale for using student-generated digital video in their classrooms. It will also analyse important contextual factors in the schools which contributed to successful practices with digital video.
Kearney, MD & Schuck, SR 2004, 'Authentic learning through the use of digital video', 'Research, Reform, Realise the potential?' ACEC2004, Australasian Computing Education Conference, Australian Council for Computers in Education, Adelaide, Australia, pp. 1-7.
Schuck, SR & Kearney, MD 2004, 'Digital video as a tool in research projects: Zooming in on current issues', Proceedings of Ed-media 2004 World Conference on educational multimedia, hypermedia and telecommunications, Educational Multimedia, Hypermedia & Telecommunications, AACE, Lugano, Switzerland, pp. 2085-2092.
Kearney, MD & Schuck, SR 2003, 'Focus on pedagogy: the use of digital video and iMovie in K-12 schools', Proceedings of the Apple University consortium conference, Apple University Consortium Academic and Developers Conference, Apple Computer Australia, Adelaide, Australia, pp. 1-9.
Kearney, MD & Treagust, DF 2000, 'An investigation of the classroom use of POE computer tasks designed to elicit & promote discussion of students' conceptions of force & motion', NARST 2000, NARST, New Orleans, USA, pp. 0-0.
Kearney, MD & Treagust, DF 2000, 'Constructivism as a referent in the design & development of a computer program using interactive digital video to enhance learning in physics', ASCILITE 2000, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Southern Cross university, Coffs Harbour, Australia, pp. 57-68.
Schuck, SR, Aubusson, PJ, Kearney, MD, Frischknecht, BD & Burke, PF University of Technology, Sydney 2012, Choice at the pedagogy-technology interface: Interactive whiteboards for learning, pp. 1-123, Sydney.
This study investigated pedagogy, attitudes, and school contexts in six schools in which interactive whiteboards are being used. The research questions that guided this study are the following: â¢ What do teachers and students see as the value of using interactive electronic whiteboards in lesson designs and what beliefs do they hold about this technology and its relationship to learning and teaching? â¢ What is the role of the school in promoting innovative use of the technology? What other contextual factors constrain or enhance the use of this technology in teaching and learning? â¢ What learning outcomes are supported by the use of interactive electronic whiteboards in various Key Learning Areas? What learning tasks are associated with these outcomes? â¢ What pedagogical approaches are being used with this technology? â¢ What does reflection about good practice and insights provided by the cases suggest about principles of good practice using interactive electronic whiteboards? The study comprised a case study at multiple sites, four of them primary schools and two high schools, all in NSW. The schools were all DET schools and there were three in the metropolitan Sydney region, one in an urban area out of Sydney and two in a rural area. The study was a qualitative one, investigating perceptions and usage through interviews, focus groups, observations and document analysis.
Kearney, MD & Schuck, SR UTS Faculty of Education (now FASS) 2004, Students in the director's seat: Teaching and learning across the school curriculum with student-generated video, pp. 108-110, Australia.View/Download from: UTS OPUS
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.