- Hull, Kingston upon Hull, City of, United Kingdom
Kevin Burden
University of Hull, Centre for Educational Studies, Department Member
Research Interests:
During the academic year 2012-2013 two secondary and two primary schools participated in a pilot project to evaluate the impact and potential of mobile technologies for learning across the city of Edinburgh, Scotland. The University of... more
During the academic year 2012-2013 two secondary and two primary schools participated in a pilot project to evaluate the impact and potential of mobile technologies for learning across the city of Edinburgh, Scotland. The University of Hull were commissioned to evaluate the project and during the course of the academic year a variety of different data were collected through the use of online surveys, interviews, observations and documentary analysis. Three different mobile devices were evaluated during the project, each selected by the participating schools. These included tablet devices (Toshiba and Apple iPads) and Window Netbooks. In all cases the devices were loaned to students on a personal basis for the duration of the project, enabling them to use the device both in and beyond the school.
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Research Interests:
Research Interests:
This paper reflects on the role of m-learning in teachers ' professional learning. It argues that effective professional learning requires reflection and collaboration; and that m-learning is ideally suited to allow... more
This paper reflects on the role of m-learning in teachers ' professional learning. It argues that effective professional learning requires reflection and collaboration; and that m-learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis to improve classroom learning environments. Opportunities fro user-created content are discussed as well as ethical issues that might arise through using mobile technologies in this way. Practical, school systemic, attitudinal and ethical factors may inhibit m-technology adoption; these factors need to be researched and addressed to realize the potential of teacher mobile professional learning.
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Research Interests:
Research Interests:
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Research Interests:
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This chapter analyses the work of the Teacher Education Futures Forum (TEFF), which was initiated and convened by the authors in 2011 to discuss the future of teacher education across a range of countries. The TEFF comprised a group of... more
This chapter analyses the work of the Teacher Education Futures Forum (TEFF), which was initiated and convened by the authors in 2011 to discuss the future of teacher education across a range of countries. The TEFF comprised a group of teacher educators from nine countries who had all expressed an interest in considering future trajectories of teacher education and who were involved in teacher education reform in their own countries. The group identified trends and tensions that existed in each country regarding teacher education. These trends were used to provide drivers of teacher education which were further analysed. The chapter explains how the group was introduced to a process of scenario building by one of its members and it provides illustrations of scenarios that were devised in the first forum meeting. It expands on methodologies used by this group to create scenarios. The outputs of this group of teacher educators included a special issue of a journal on teacher education...
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In this chapter, we explore how teacher education has been shaped by its engagement with policy and government. We look at three levels—the meta-, meso- and micro-levels of teacher education, and track through those the ways in which... more
In this chapter, we explore how teacher education has been shaped by its engagement with policy and government. We look at three levels—the meta-, meso- and micro-levels of teacher education, and track through those the ways in which education, teachers and teacher educators have been impacted in terms of power hierarchies, professionalism and identity. Integral to this is a consideration of the significance of access to a professional discourse. Finally, the implications of the politicisation of education for career survival by established and early career teachers is considered with particular reference to the dilemmas with which teacher educators are faced, and ways in which they might respond to those.
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Removing the barriers of space and time, whilst still enabling individuals to converse in groups, promises to transform our practices and understanding of social dialogue. Technologies have evolved sufficiently to make these aspirations a... more
Removing the barriers of space and time, whilst still enabling individuals to converse in groups, promises to transform our practices and understanding of social dialogue. Technologies have evolved sufficiently to make these aspirations a reality, and educational technologists and researchers alike are actively seeking to identify the implications of such changes for society. Both are interested in identifying the unique feature sets and characteristics of particular technologies to identify what added value they represent for the learning experience. Nowhere is this more apparent, at the present time, than in respect to Web 2.0 technologies (McLoughlin & Lee, 2007;Mejias, 2005). There is a need to explore further the processes of identifying and measuring the added value that might be represented by the technological opportunities or affordances of specific technologies. The intention of this chapter is to explore, through the examination of a specific Web 2.0 application (VoiceThr...
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We acknowledge that future research in education is in its early stages of development and there is sometimes confusion about its methodologies. There are a number of ways that predictions of, visions for and debates about the future can... more
We acknowledge that future research in education is in its early stages of development and there is sometimes confusion about its methodologies. There are a number of ways that predictions of, visions for and debates about the future can be embedded in rigorous research. This chapter first considers the difference between forecast research, which seeks to predict the future, and foresight research which seeks to generate views of alternative futures. The chapter then describes futures methods with reference to predictive, exploratory, normative approaches. The chapter emphasises exploratory methods as employed in foresight research in education including scenario building, backcasting, horizon scanning, driver analysis and Delphi panels. The focus of the chapter is on the ways in which these methods can contribute to the creation of scenarios and backcasting for use as tools in researching teacher education futures. Earlier research from the OECD futures project frames the discussio...
The REVISIT project explored how immersive 3D models generated in heritage and research contexts can be used to deliver innovative teaching and learning materials for use in schools. Digital technologies play an integral part in... more
The REVISIT project explored how immersive 3D models generated in heritage and research contexts can be used to deliver innovative teaching and learning materials for use in schools. Digital technologies play an integral part in educational strategies and methodologies, with a range of tools being used to support students and teachers in their everyday lessons. However, despite the wealth of research on digital technology use within schools, few studies have so far looked at the teaching and learning potential of pre-existing immersive 3D models, in particular the re-use of the large number of digital heritage datasets. The REVISIT project is a one year collaboration between the Glasgow School of Art and the University of Hull. It was funded as part of a special 10 year anniversary ‘follow on’ funding call from the Arts and Humanities Research Council (AHRC). Through a comparative case study of three primary and secondary schools in the UK, this paper investigates how a legacy 3D mo...
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Research Interests:
Due to its immersive and interactive nature, 360-degree video is becoming ever more popular. However, little is known about the public’s viewpoints and attitudes regarding the use of this emerging technology in educational contexts. This... more
Due to its immersive and interactive nature, 360-degree video is becoming ever more popular. However, little is known about the public’s viewpoints and attitudes regarding the use of this emerging technology in educational contexts. This study reviews the research evidence for 360° video, virtual learning environments and social media and presents related studies. Moreover, the methodology, the tools and the analysis process used to comparatively analyze social media data are presented and the results that arose are showcased. The use of 360° video in education is discussed and directions for future research are given. Based on the data from the last 10 years, the main findings of the study show that 360° video and its use in educational settings are recognized positively by the public who mostly express anticipation, trust and joy when referring to it. Nonetheless, teachers are unfamiliar with 360° video and do not have the necessary technical skills to develop educational material...
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ABSTRACT 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 three primary and secondary classrooms in the UK.... more
ABSTRACT 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 three primary and secondary classrooms in the UK. Through a comparative case study, the paper investigates the potential of using a virtual 3D model of the 1938 British Empire Exhibition in formal educational settings and highlights a number of salient issues and challenges. As the data suggests, engagement with the model created opportunities for playful learning, facilitated motivation and collaboration, and enhanced student interest. However, participation was often compromised by technical inhibitors as well as the wider pressures of the curriculum, teacher time and assessment regimes. Last, the paper considers the range of actors and factors that influenced the experiences of teachers and students who engaged with the use of the 3D model and concludes by considering the implications of these findings.
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Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium... more
Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the ...
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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... more
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).
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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.... more
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.
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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?... more
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 recomm...
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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... more
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 one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article conc...
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Interactive Whiteboards are a new technology. History suggests new technologies are initially used to replicate rather than transform the processes previously undertaken. Initial evidence from research in compulsory education phases... more
Interactive Whiteboards are a new technology. History suggests new technologies are initially used to replicate rather than transform the processes previously undertaken. Initial evidence from research in compulsory education phases (5-16) suggests this pattern is the case ...
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This paper explores how pre-service teachers are using technology and links their views and attitudes about teaching axioms alongside the ways that they actually carry out their teaching.
The tablet computer (iPad) offers a range of affordances to the teacher and learner in higher education including mobility, social interactivity and customisation (Kearney, 2012) and the standards [standard 3] for trainee teachers in... more
The tablet computer (iPad) offers a range of affordances to the teacher and learner in higher education including mobility, social interactivity and customisation (Kearney, 2012) and the standards [standard 3] for trainee teachers in England require that teachers, 'successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing' (DfE, 2012). The growth of technology in education over the last 20 years and the more recent emergence of mobile technologies both inside and outside of the classroom make it increasingly important to raise the skills of trainee teachers to harness these technologies. The use of mobile technologies in teachers’ own professional learning offers the potential for teachers to access current educational information (e.g. video clips, articles, lecture and presentation notes) and transfer valuable learning and teaching resources between their various bases which include the University itself, their schoo...
Although preservice teachers are expected to demonstrate their ability to integrate technology into their pedagogical practice, they are often deterred from doing so by technical problems and their personal lack of skills, sometimes... more
Although preservice teachers are expected to demonstrate their ability to integrate technology into their pedagogical practice, they are often deterred from doing so by technical problems and their personal lack of skills, sometimes referred to as ‘first-order barriers,’ external to the student (Ertmer, 2005). More recently attention has shifted to the internal factors which inhibit teachers from using technology such as their own attitudes and beliefs (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012), and this line of investigation has started to reveal interesting insights and subtle nuances which suggest the effective adoption of technology by teachers is indeed a ‘wicked problem’ resistant to simple solutions or quick ‘fixes’ (Borko, Whitcomb, & Liston, 2009). The relationship between these ‘second-order barriers’ and the espoused theories of learning which preservice teachers bring to their training is complex and under-researched and this is particularly true in...
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Research Interests: Educational Technology, Telecommunications, Mixed Methods Research, iPad, Interviews, and 14 moreModels, Primary Education, Evaluation methods, Learning Technologies Ipad, Ipad in the classroom, iPads in education, Primary School Education, Ipad and Educatioin, Ipads in the classroom, Curriculum and Pedagogy, Ipad, Ipads in Early Childhood, Handheld Devices, and Routledge
Key words: mobility, portability, access, training, data transfer, transformation, personal ownership This Report has been prepared by the Technology Enhanced Learning Research Group based in the Faculty of Education at the University of... more
Key words: mobility, portability, access, training, data transfer, transformation, personal ownership This Report has been prepared by the Technology Enhanced Learning Research Group based in the Faculty of Education at the University of Hull. We report a case study of mobile technology adoption from eight individual educational locations in Scotland that differ significantly in terms of demographics, infrastructure, the approach of the Local Authority and readiness to implement the use of tablet technology for learning and teaching. The study took place between March and summer 2012 and the mobile technology used was the Apple iPad.1 The schools in the sample were selected via recommendations from their Local Authority. Whilst this sample includes a wide range of variation in key factors likely to influence the adoption and successful use of mobile technology, it does not necessarily represent all schools across Scotland. We therefore do not attempt to draw comparisons between scho...