Our Publications

If referring to the iPAC Framework in an article, please cite our foundational 2012 paper (see * below).

Key publications relating to iPAC

Kearney, M., Burden, K., & Schuck, S. (2020). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Dordrecht, Netherlands: Springer.

Kearney, M., Young, K. & Burke, P. (2022). Special education teachers’ perspectives on mobile learning. Journal of Special Education Technology. https://doi.org/10.1177/01626434221094798

Burke, P., Kearney, M., Schuck, S., & Aubusson, P. (2021). Improving mobile learning in secondary mathematics and science: Listening to students. Journal of Computer Assisted Learning. 38, 137-151 https://doi.org/10.1111/jcal.12596

Kearney, M., Burke, P., & Schuck, S. (2019). The iPAC scale: A survey to measure distinctive mobile pedagogies. TechTrends, 63(6), 751–764 https://doi.org/10.1007/s11528-019-00414-1

Burden, K. & Kearney, M. (2018). Designing an educator toolkit for the mobile learning age. International Journal of Mobile and Blended Learning (IJMBL), 10(2), 88-99 https://doi:10.4018/IJMBL.2018040108

Burden, K. & Kearney, M. (2017). Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education 14(2), 110-125 https://doi.org/10.1108/ITSE-05-2017-0027

Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121-137. https//doi.org/10.1080/1475939X.2016.1230555

Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T. Chiu & B. Fox (Eds), Mobile Learning Design: Theories and Application (pp.27- 42). Singapore: Springer.

Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & Education, 80, 48-57

*(Foundational paper) Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 20: 14406 https://doi.org/10.3402/rlt.v20i0.14406

Our other publications associated with iPAC

Burden, K. & Kearney, M. (2023). Optimising teachers’ digital pedagogies through university-school projects. In (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2023 (pp.). Chesapeake, VA: AACE.

Kearney, M., Burden, K., & Schuck, S. (2022). Teachers' digital pedagogies during the emergency remote school lockdowns in Australia. In E. Baumgartner, R. Kaplan-Rakowski, R. Ferdig, R. Hartshorne, & C. Mouza (eds.). A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic (pp. 215-220). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/221522/.

Kearney, M., Burden, K. & Burke, P. (2022). An examination of teachers’ digital practices during school lockdowns. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 813-818). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 8, 2022 from https://www.learntechlib.org/primary/p/221377/

Haering, M., Bano, M., Zowghi, D., Kearney, M., & Maalej, W. (2021). Automating the evaluation of education apps with app store data. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2021.3055121

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). Retrieved from https://www.learntechlib.org/p/216903/.

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 K. Burden & A. Naylor (eds.). Transforming Teacher Education with Mobile Technologies (pp. 51-72). London: Bloomsbury Academic.

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 doi.org/10.1016/j.compedu.2019.04.008

Burden, K., Kearney, M., Schuck, S. & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders’ priorities. TechTrends 63(6), 659-668 https://doi.org/10.1007/s11528-019-00415-0

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.

Kearney, M. & Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148. https://doi.org/10.14742/ajet.4073

Schuck S., Aubusson P., Burden K., Brindley S. & Kearney, M. (2018) Mobile STEM learning scenarios. In S. Schuck, P. Aubusson, K. Burden & S. Brindley (eds). Uncertainty in Teacher Education Futures. Springer, Singapore https://doi.org/10.1007/978-981-10-8246-7_11

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 & Education, 121, 30-58

Burden, K., & Kearney, M. (2016). Future scenarios for mobile science learning. Research in Science Education. 46(2), 287-308

Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2013). Mobilising teacher education: A study of a professional learning community. Teacher Development: An international journal of teachers' professional development, 17(1), 1-18 DOI:10.1080/13664530.2012.752671

Kearney, M. & Maher, D. (2013). Mobile learning in maths teacher education: Driving pre-service teachers’ professional development. Australian Educational Computing, 27(3), 76-84.