Since no single group of stakeholders is likely to be effective in tackling the problem, we developed a cross-sectoral and transnational partnership to challenge existing attitudes and practices.
This involved teacher educators in universities working with the next generation of teachers; teachers and leaders in schools; and policy makers who can legislate for sustainable change at scale. It also included an international network of schools that participated in and tested the project deliverables and outputs. The project demonstrates how the professional profile of educators across this spectrum can be strengthened to ensure that learning is responsive to the benefits and opportunities mobile technologies create.
The DEIMP project has defined what transformational learning with mobile technologies looks like, and helped stakeholders to design and evaluate transformative mobile learning episodes using a bespoke mobile app.
The app – which was developed iteratively over three design cycles – is now freely available for all schools and teachers.
Associated project publications/outputs
Burden, K., & Naylor, A. (2020). Mobile Technologies, Pedagogies and Futures. Transforming Teacher Education with Mobile Technologies, 201.
Hall, T., Connolly, C., Ó Grádaigh, S., Burden, K., Kearney, M., Schuck, S., Bottema, J., Cazemier, G., Hustinx, W., Evens, M., Koenraad, T., Makridou, E. and Kosmas, P. (2020), Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic, Information and Learning Sciences.
Hall, T., Connolly, C. (2019) Mobile Learning in Teacher Education. TechTrends 63, pp. 644–646
Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, 138, 83-100.
Burden, K., Kearney, M., Schuck, S. & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders’ priorities. TechTrends 63(6), 659-668
Kearney, M., Burden, K., & Schuck, S. (2019). Disrupting education using smart mobile pedagogies. In L. Daniela (ed), Didactics of Smart Pedagogy: Smart pedagogy for technology-enhanced learning ( pp. 139-157) Cham, Switzerland: Springer.
Séan Ó Grádaigh, Brendan Mac Mahon, Sinéad Ní Ghuidhir & Tony Hall (2020) Mobilising Teacher Education in Ireland: Infrastructuring the MiTE Ecosystem for Learning by Collaborative Design. In Burden, K., & Naylor, A. 2020, (Eds.) Transforming Teacher Education with Mobile Technologies. UK: Bloomsbury.
Kearney, M., Burden, K., & Schuck, S. (2020). Innovative mobile pedagogies with school-aged learners. In M. Kearney, K. Burden & S. Schuck (eds). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Singapore: Springer.
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 R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds). Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field (pp. 661-666). Association for the Advancement of Computing in Education (AACE).