Kevin Burden | University of Hull (original) (raw)

Kevin Burden

Dr. Kevin Burden joined the Faculty of Education (previously the Institute for Learning) as a part-time lecturer in 1995 and then as a full time member of staff in 1999 to head up the Continuing Professional Development unit within the faculty. He is currently working as the Director for Postgraduate Teaching (PGT) in the Centre for Educational Studies (CES). His career in education (university and schools) spans over thirty years, covering a number of institutions and roles.

His initial career was spent in secondary schools where he worked as a history teacher, head of department, head of faculty and eventually Senior Teacher with responsibility for ICT and Resources in a large urban secondary school in Hull. During this period he developed an interest in practioner-based research and worked as part of a Learning to Learn team at Malet Lambert school researching approaches to learning and metacognition.

Changing career direction in the mid 1990s Kevin joined the University of Hull, working initially to provide CPD opportunities for teachers and also as a tutor on the secondary Postgraduate Teaching programme (PGCE) before moving to direct the University’s New Opportunities Fund ICT project for teachers. This was a multi-million pound project which raised the profile of the University as a a regional and national training provider for teachers in the use and application of ICT across the curriculum. The unit was recognised by OFSTED as a grade 1 training provider for ICT and went to train over three thousand teachers, working with over four hundred schools.

During this period of time Kevin applied for and received several research and evaluation grants and awards for project which ranged in size and scope form individual case studies through to wide-scale national evaluations such as the Nesta Interactive Whiteboard project (2003-5) , the Becta Evaluation Study (2004 ) and various project for the JISC around digital resources and media.

In 2003 Kevin began a new phase in his University career building a bespoke reach out organisation within the Faculty called CASCADE to provide local, regional and national training and evaluation support for educators wishing to use technology more effectively. CASCADE was recognised as a major player in the field providing training and support for hundreds of teachers, teacher assistants and other educators across the region. In 2003-2004 the pioneering work of this unit was recognised nationally when CASCADE was awarded second place (Silver award) in the National Training Awards scheme. It was recognised by APPLE as a centre for excellence in 2007 becoming a regional training centre (2007) offering courses and accreditation in the area of digital literacy.

In 2007 Kevin made another change of direction moving on from CASCADE to direct and lead several national and international research and evaluation projects in his capacity as a technology enhanced learning specialist with the University. These included the development of a bespoke framework for the use of video resources in FE and HE (DiAL-e) as part of a national JISC project; the development of training resources to support the use of media in FE through the QIA, and more recently the development of a bespoke video clips library across seventh countries in Europe as part of a multi-national European project (EduTube).

Kevin is an active researcher and consultant in the field of technology enhanced learning where he is currently working with schools, colleges and Universities to explore the develop the impact of mobile devices such as phones, iPods and tablet devices. He has recently completed a national study in Scotland around the use and impact of iPad devices in schools and is currently working with educators across the World to develop scenarios and a framework for the effective use of these technologies. He is a founding member of the Teachers Education Futures Forum, an international organisation consisting of Universities from Australia, the UK, the Netherlands, Sweden, Brazil and the USA which is focused on developing and influencing policy in the area of teacher education futures, and his specific interest is the role and potential of technology in this respect.
Address: Wilberforce Building, Room 312
Cottingham Road
The University of Hull
HU6 7RX

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This international study investigates how teachers are exploiting distinctive pedagogical feature... more This international study investigates how teachers are exploiting distinctive pedagogical features of mobile learning: collaboration, personalization and authenticity (Kearney, Schuck, Burden & Aubusson, 2012). The researchers developed a survey instrument based on these three established constructs, and used it to interrogate current mobile learning practices in school education. Findings indicated that teacher perceptions of authenticity were high but aspects of collaboration and student agency were rated lower than expected. Implications for effective use of handheld devices in teaching are addressed

Technology, Pedagogy and Education, Dec 2013

This article considers how developments in technologies have transformed the kind of social inter... more This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet, making it feasible to undertake discourse and dialogue without having to rely solely on text-based mediation. This represents a fundamental change to learning, shifting from passive acquisition of someone else’s ideas to active learning experiences that empower
people to inquire, critique, create, collaborate, problem-solve and create understanding. Such technologies are also about the portability of mobile digital devices which now have the potential to allow any-time access for users either through Wi-Fi or mobile broadband providers and for those devices to become personal. The implications for education are enormous and the anticipated
change probably ranks alongside the introduction of the printing press in terms of historical importance. This article considers those implications and draws on research recently conducted in schools and other educational settings in the United Kingdom. The authors conclude that the need to allow use of personal digital devices in schools seems inexorable, the further we go into the new millennium. This simple premise is fraught with many difficulties and
challenges, however, which suggest that for many students the current situation is ‘Access denied’.

Teacher Development: An international journal of teachers' professional development, Dec 2012

This paper reports on a study of a community of university educators that investigated the introd... more 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.

Abstract Mobile learning is a relatively new phenomenon and the theoretical basis is currently un... more Abstract 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.

The learning affordances of virtual worlds have long being trumpeted; the barriers to the―take up... more The learning affordances of virtual worlds have long being trumpeted; the barriers to the―take up‖ of virtual worlds in mainstream education have also been explored, with emphasis being placed on technical problems, lack of time and money. Yet, a challenge for future learning is how one teaches in a virtual world, and what research has been undertaken has focused largely upon tertiary education.

There is a clear need for higher education to be responsive to its current learners' needs. It is... more There is a clear need for higher education to be responsive to its current learners' needs. It is also clear that faculty must be supported in this process to explore new models of academic practice and new approaches to learning. The SOLE model (Student-Owned Learning-Engagement) is a conceptual model of the contemporary learner's ownership of their learning outcomes and their engagement with them. The associated toolkit supports the model's implementation by individual distance education designers and teaching staff.

This paper describes the origins, development and applicability of a new tool called the Digital ... more This paper describes the origins, development and applicability of a new tool called the Digital Artefacts for Learner Engagement framework (DiAL-e) for the optimal pedagogical exploitation of digital video and other media resources in tertiary education.

Background Despite the burgeoning popularity of user-generated content amongst the so called 'You... more Background Despite the burgeoning popularity of user-generated content amongst the so called 'YouTube Generation', the potential of this media as a tool for teaching and learning in Higher Education remains largely unexplored (Young & Asensio, 2002; Karpinnen, 2005). Indeed recent studies have indicated an alarming degree of 'non optimal'uses for video and film which seriously diminish and weaken the value of video as a learning tool (Hobbs, 2006).

Abstract: Interactive Whiteboards are a new technology. History suggests new technologies are ini... more Abstract: 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 with interactive whiteboards which are used by teachers much as a traditional blackboard might be used.

Youth Studies Australia, Mar 3, 2012

A growing area of research concerns the increasing use by young people of mobile phones. Inevitab... more A growing area of research concerns the increasing use by young people of mobile phones. Inevitably, researchers interested in exploring the lives and habitus of young people must also consider their engagement with the ubiquitous mobile. This research, however, can create a number of ethical dilemmas, some that are already discussed in literature on internet use and ethics, but also others that are more speci cally related to mobile usage, such as the trail left by the data from mobile technologies, and the inclusion of third parties in research without explicit permission. This article discusses the ethical dilemmas arising in this research with young people; it indicates how these dilemmas may challenge current research ethics guidelines and provides recommendations for ethical research in these situations.

iPad Scotland Evaluation, Oct 31, 2012

1. Executive summary Key words: mobility, portability, access, training, data transfer, transfor... more 1. Executive summary
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 schools or report on the long-term impact of
this pilot initiative regarding individual educational attainment or cohort assessment outcomes. This
report forms part of a developing longitudinal investigation that is seeking to achieve these larger
objectives.
Three models of ‘personalisation’ of the technology were found in the schools:
1. Some deployed class sets of the technology where devices were retained in the school and issued to
students for particular lessons or purposes;
2. Other schools allocated machines to individual students for use across lessons but they were not
allowed to take the equipment home;
3. A third group of schools adopted the most personalised approach and gave students the device for
the duration of the pilot for use in school and at home.
Sometimes schools used a hybrid of these three main approaches. A total of eight schools and around
three hundred and sixty five iPads were involved in the pilot. The majority of teachers in the pilot
were provided with a personal iPad before or at the start of the initiative.
Research data was drawn from:
• Initial (baseline) and exit surveys of parents and students;
• Interviews with the lead teachers and senior managers in each school;
• Interviews with advisers and senior leaders in each of the Local Authorities;
• Focus group meetings with students in each school, and;
• Lesson observations by the research team.
1 Most students had access to the 2nd generation iPad although a few used the 1st generation device which lacked a camera
feature
iPad Scotland Final Evaluation Report, October 2012 9/116
In addition reflective journals that teachers were asked to write and the video diaries and logs kept by
a representative sample of students were drawn upon. Analysis of the data was undertaken between
July and October 2012.

This paper reports on a project in which a learning community of higher educators was formed to i... more 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.

The paper provides a framework for mobile learning that highlights three key features characteris... more 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.

This paper presents preliminary findings from a UK based research project exploring trainee and n... more This paper presents preliminary findings from a UK based research project exploring trainee and newly qualified teachers’ use of mobile devices during their initial teacher training and subsequent first year of teaching. Using a mixed methods qualitative approach with a cohort of trainee religious studies teachers, data were gathered to identify both the barriers and the potential usage of such devices to augment their professional learning. This paper, reflects a slightly different focus which featured as significant in the accounts of research participants, notably, the issue of emergent teacher identity and the ways in which mobile devices influenced and shaped professional identities within a specific socio-cultural context, in both formal and informal learning environments. Drawing on concepts of ‘appropriation’ proposed by Pachler et al. we argue that while mobile devices have the potential to enhance the professional learning of trainee teachers and ultimately to impact upon the learning experiences of pupils’, critical attention must be given to the ways in which these devices might mould trainee teachers’ sense of professional identity and the effects that this might have upon their teaching practice.

The ubiquity of online video services such as YouTube can mask the underlying preferences of educ... more The ubiquity of online video services such as YouTube can mask the underlying preferences of educators who use these services. In particular it is not entirely clear why educators use (or do not use) such services and what particular aspects they find appealing, useful and redundant.
Based on empirical data from a world-wide survey of educators along with the experiences of designing and building several video service for education, this paper explores what educators
are seeking in an online video service. It concludes with tentative conclusions suggesting different groups of users have specific preferences including how they search for and select
video resources; the additional services which they find useful and redundant, and the relative value they place upon user generated content compared to professional developed resources. The papers makes a series of recommendations for the various stakeholders interested in designing or using online video collections.

This paper describes the origins, development and applicability of a new framework tool for the u... more This paper describes the origins, development and applicability of a new framework tool for the use of digital video and other media resources in tertiary education. It was developed originally to promote the use of a video archive collection in the UK but wider user-testing and project development indicate it is a valuable framework in many other contexts and can be used to support he active use of many media types. The framework is illustrated with a selection of video exemplars housed in a bespoke YouTube channel which forms the basis for an ongoing community presence.

Technology, Pedagogy and Education, Dec 2013

Teacher Development: An international journal of teachers' professional development, Dec 2012

Youth Studies Australia, Mar 3, 2012

iPad Scotland Evaluation, Oct 31, 2012

Prior to the Web, we had hundreds of years of experience with broadcast media, from printing pres... more Prior to the Web, we had hundreds of years of experience with broadcast media, from printing presses to radio and TV. Prior to email, we had hundreds of years experience with personal media – the telegraph, the telephone. But outside the Internet, we had almost nothing that supported conversation among many people at once. …. The radical change was de-coupling groups in space and time. To get a conversation going around a conference table or campfire, you need to gather everyone in the same place at the same moment. By undoing those restrictions, the Internet has ushered in a host of new social patterns, from the mailing list to the chat room to the weblog. (Shirky, 2003)

There is growing consensus that teaching and learning will alter dramatically as the pressures of... more There is growing consensus that teaching and learning will alter dramatically as the pressures of globalisation, population change and the impact of technology redefine the landscape of schooling and teacher education. Traditional models of schooling and societal expectations for education are unlikely to survive intact in the path of this global tsunami. Of concern in this paper is the continuing place and importance of teacher knowledge and subject expertise in this unpredictable and fluid environment. In particular, it questions the appropriateness and sustainability of the subject expert paradigm in teacher education. Does networked, ubiquitous connectivity and the attendant effects of the information revolution challenge the traditional role and place of the subject expert and what are the implications for initial and ongoing teacher learning?
Historically teacher subject knowledge and expertise has been held in high esteem and recognised as a paramount competency in certification and acceptance by the professional community a ‘thing to be grasped, held, stored, manipulated and wielded’ (Davis & Sumara, 1997, p. 110). But this paradigm was the product of a relatively stable and reliable world with a knowledge base that was relatively fixed and consensual. Twenty-first century educators inhabit an entirely different, less predictable and more fluid landscape where information is growing at an exponential rate and technology is accelerating this process (Gonzalez, 2004).
Technology then is both part of the problem and part of the solution. The information revolution itself has been fuelled by the growth of the Internet networked society but this revolution also offers alternative approaches to access, process and share knowledge, significantly reducing the importance of memory and the retention of a vast subject knowledge base (Burden, 2010). There is no longer the imperative for teachers to retain a comprehensive body of subject knowledge which they are expected to be able to access and regurgitate with accuracy and speed. Technology affords opportunities for shared and distributed memory which shifts the emphasis from the individual towards a collective and collegial notion of cognition (Siemens, 2005). Subject knowledge is less likely to be perceived as situated in the individual teacher but rather as a joint endeavour in which the learner is capable of co-constructing new knowledge, both by themselves and as part of a collaborative endeavour (Ellis, 2007). The passive 3 R’s replaced by the more dynamic 3 C’s of collaboration, creativity and communication. These features challenge the traditional epistemological basis for teaching in schools and ask fundamental questions about what it is to be an expert and to be knowledgeable in this context.
This paper draws upon empirical research in both initial and continuing teacher education in the UK to investigate how emerging technologies, and in particular Web 2.0 applications, are challenging the traditional, individualistic notion of the subject expert, and offering opportunities to move towards a more distributed, democratic and co-constructed form of knowledge. It explores a number of propositions for how professional practice and learning by teachers may be changing and can be supported in this process of change, through the agency of technology.
This is a potentially liberating process freeing teachers and students from the acquisition and retention of information and enabling them to focus more on the creative processes of making connections and creating new artefacts which have meaning and purpose for their communities, rather than recreating that which has purpose for an out -of-date assessment process (Anderson and Krathwohl, 2000). Perhaps a move from information technology to wisdom technology?
References:
Anderson, L. and Krathwohl, D., et al (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Allyn & Bacon.
Burden, K. (2010). ‘Conceptualising teachers' professional learning with Web 2.0’, Campus-Wide Information Systems 27, no. 3: 148-161.
Davis, B. and Sumara, D. (1997). ‘Cognition, complexity, and teacher education’, Harvard
Educational Review, 67(1), 105–125.
Ellis, V. (2007). Taking Subject Knowledge Seriously: From Professional Knowledge Recipes to Complex Conceptualisations of Teacher Development, The Curriculum Journal 18, 3: 447 – 462
Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology.
Retrieved September 12th 2010 http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm
Siemens. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved September 21st 2010 http://www.elearnspace.org/Articles/connectivism.htm

The exponential growth and accessibility of online video is well illustrated by YouTube's own sta... more The exponential growth and accessibility of online video is well illustrated by YouTube's own statistics which indicate that over 20 hours of video are uploaded to the service every minute of the day (20th May 2009, YouTube/global.blogspot.com ). This paper will share the initial results and findings from a international research survey which was undertaken to investigate how educators from across different sectors select and use digital video in their teaching. This work forms part of the EduTubePlus project which aims to develop a European hybrid, multilingual video-based service for schools (http://www.edutubeplus.info/).
Despite the recent growth in quantity and availability of online video resources, desk research by the authors revealed a paucity of empirical data to indicate how educators select and use digital video. In response the authors have developed and administered an online survey to identify the criteria by which educators typically select video for use in their teaching. This includes questions such as:
• what length of video resources do educators prefer to use and why?
• what are the properties of video resources educators use in their teaching?
• do educators select video to support subject content or do they select it to develop cognitive skills?
The results of this survey, which were completed by 472 international educators form the basis of this paper which will share the initial findings and patterns which have emerged. It is anticipated that feedback and discussion generated in the session will be used to refine the data set in preparation for a future publication.

The BBC have recently introduced the iPlayer, an innovative concept in video on demand, enabling ... more The BBC have recently introduced the iPlayer, an innovative concept in video on demand, enabling viewers to watch and catch-up with programmes they might otherwise miss or have missed. The strap-line for the iPlayer (‘Making the Unmissable, unmissable’) echoes many of the themes and ideas which will be explored in this workshop on using and repurposing digital video archives in teaching and learning.

This workshop will use an authentic case study scenario to explore the issues involved in using and repurposing
digital resources to support teaching and learning. Participants will be ‘walked through’ the various issues and
complexities involved in finding high quality digital resources for teaching and learning, customising them for particular pedagogical purposes, and using them effectively with students in different learning contexts. The aim of the workshop will be to demonstrate in a practical sense some of the benefits for teachers and lecturers in using and re-purposing digital resources. These include time savings, cost, personalisation and greater user satisfaction.
The workshop is based on an externally funded JISC project which has been running over the past twelve months.
This has focused on the institutional and personal issues involved in the re-purposing of digital archives which
include the NewsFilm Online video archive and the BBC Motion Gallery video collections, both available freely to
staff and students in the university. The project has developed a new module at Masters level, which is taught
entirely online through eBridge, the new institutional VLE.
In terms of flexible delivery the workshop will consider many of the issues that have arisen from the development
and delivery of this new module and the messages which are emerging for staff, academic developers and policy-
makers within and beyond the institution. It will focus particularly on the use of digital video resources which have
featured heavily in the module. These include:
Searching and locating suitable resources from the archive
Identifying learning designs for the use of these resources in different discipline areas. Exploring some of the technical skills and understanding required to re-purpose resources
Understanding the copyright issues and where to seek expert advice. It is anticipated participants will gain a broad overview of the issues described above in the workshop and will receive specific guidance to: Seek further advice and support from the library staff to identify suitable resources for actual topics Further professional development guidance if they wish to explore these issues in greater depth (e.g. the new Masters level module) Contacts and networks they can use to clarify or resolve any copyright issues
Further details about the JISC project and the new module itself can be found at the following web-sites:
http://www.hull.ac.uk/dial/ or http://www.dial-e.net

With the advent of new digital technologies the place and relevance of the traditional lecture ha... more With the advent of new digital technologies the place and relevance of the traditional lecture has been widely questioned, and in some cases, dismissed as an irrelevance ( Fetherston, 2001; Laurillard, 2002; Phillips, 2005;). Although the pedagogical and epistemological justifications for lecturing in higher education are under close scrutiny, it is unlikely they will lead to a radical break with this tradition, at least not in the foreseeable future. Therefore the imperative shifts to exploring the potential benefits of accommodating this pedagogical device (if indeed it can be described as pedagogical) with some of the affordances offered by digital technologies in order to ensure a more satisfactory learning experience for our students. This paper/presentation will explore the twin constructs of learning spaces and learning designs, in order to investigate alternative strategies to engage learners in lectures. The technology focus centres around the effective deployment of digital artefacts (e.g. digital video; images; sounds) within the existing spaces (in this case the lecture theatre) using radically different pedagogical devices to engage students. Rather than abandoning lectures altogether, the presentation explores the actual and potential benefits to be gained by re-conceptualising our approach to learning in large spaces (e.g. lecture theatres) using media rich resources. Learning spaces are often defined by their physical characteristics (e.g. dimensions, volume, capacity,) but seldom by the expectations learners and lecturers bring with them, regarding the learning they are expecting to 'deliver'/ 'receive' within this space. This presentation will attempt to identify these expectations and investigate the relationship between the technology used, the learning designs employed and the expectations themselves.

This paper builds upon a number of recent projects developed by the authors to explore the potential benefits of using digital artefacts in higher education.(Burden & Atkinson, 2008) These include the Newsfilm Online Assisted Take Up Project (URL to follow), and the Enhancing Teaching and Learning with Digital Resources project (www.hull.ac.uk/dial/ ), both sponsored through the JISC. As a result of these experiences the authors have developed a practical framework tool (The DiAL-e Framework: http://dial-e.net ) to assist practitioners in deploying theses type of resources in order to engage learners in meaningful and challenging experiences. Using this framework tool practitioners are encouraged to re-conceptualise the learning activities they devise for students, even in a large space such as a lecture theatre, where there are implicit and explicit expectations about the nature of the learning experience. The presentation will draw upon a number of actual case studies (using video resources) to illustrate different approaches to teaching (and learning) in lecture spaces using this framework. These will include a number of learning designs (e.g. stimulation, conceptualisation, empathy) cross referenced to the actual lecture hall space itself, in order to draw conclusions about the issues involved in using technology in this way.

Burden, K., & Atkinson, S. (2008). Beyond Content: Developing Transferable Learning Designs with Digital Video Archives. In World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 4041-4050). Vienna, Austria: AACE.

Fetherston, T. (2001). Pedagogical Challenges for the World Wide Web. AACE Journal, 9(1), 25-32.

Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning (p. 256). London: Routledge.

Phillips, R. (2005). Challenging The Primacy Of Lectures: The Dissonance Between Theory And Practice In University Teaching. Journal of University Teaching and Learning Practice, 2(1). Retrieved September 3, 2008, from http://jutlp.uow.edu.au/

During the academic year 2012-2013 two secondary and two primary schools participated in a pilot ... 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. The key findings and recommendations from the evaluation are outlined below.

iPad Scotland Evaluation Report, Nov 1, 2012

The University of Hull is a dynamic university with a commitment to explore, create and communica... more The University of Hull is a dynamic university with a commitment to explore, create and communicate knowledge in order to enhance regional, national and global communities. Catering for approximately 20,000 students over campuses based in Hull and Scarborough the University of Hull has a strategic vision to enhance the student learning experience through excellence in teaching and learning.

Becta is the Government's key partner in the strategic development and delivery of its informatio... more Becta is the Government's key partner in the strategic development and delivery of its information and communications technology (ICT) and e-learning strategy for schools and the learning and skills sectors.