Dr Matthew Kearney

Aubusson, P.J., Griffin, J.M. & Kearney, M.D. 2012, 'Learning beyond the classroom: Implications for school science' in Barry J. Fraser, Kenneth Tobin and Campbell J. McRobbie (eds), The second international handbook of science education, Springer, Dordrecht; London, pp. 1123-1134.
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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, M.D., Young, K.A. & Prescott, A.E. 2009, 'Investigating Prospective Teachers as Learning Design Authors' in Lori Lockyer, Sue Bennett, Shirley Agostinho, Barry Harper, University of Wollongong, Australia (eds), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, IGI Global, Hershey, USA, pp. 263-281.
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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

Schuck, S.R., Aubusson, P.J., Kearney, M.D. & Burden, K. 2013, 'Mobilising teacher education: A study of a professional learning community', Teacher Development, vol. 17, no. 1, pp. 1-18.
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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, M.D., Jones, G.C. & Roberts, L. 2012, 'An emerging learning design for student-generated iVideos.', Teaching English with Technology, vol. 12, no. 2, pp. 103-120.
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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.

Kearney, M.D., Schuck, S.R., Burden, K. & Aubusson, P.J. 2012, 'Viewing mobile learning from a pedagogical perspective', ALT-J, Research in learning technology, vol. 20, no. 3, pp. 1-17.
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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.

Kearney, M.D. 2011, 'A Learning Design For Student-Generated Digital Storytelling', Learning, Media and Technology, vol. 36, no. 2, pp. 169-188.
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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, S.R., Aubusson, P.J. & Kearney, M.D. 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.
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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.

Kearney, M.D. & Schuck, S.R. 2008, 'Exploring pedagogy with interactive whiteboards in Australian schools', Australian Educational Computing, vol. 23, no. 1, pp. 8-13.
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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, S.R. & Kearney, M.D. 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.
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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, M.D. 2006, 'Prospective science teachers as e-learning designers', Australian Journal of Educational Technology, vol. 22, no. 2, pp. 229-250.
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Kearney, M.D. & Schuck, S.R. 2006, 'Spotlight on authentic learning: Student developed digital video projects', Australasian Journal of Educational Technology, vol. 22, no. 2, pp. 189-208.
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Schuck, S.R. & Kearney, M.D. 2006, 'Capturing learning through student-generated digital video', Australian Educational Computing, vol. 21, no. 1, pp. 15-20.
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Schuck, S.R. & Kearney, M.D. 2006, 'Using digital video as a research tool: Ethical issues for researchers', Journal of Educational Multimedia and Hypermedia, vol. 12, no. 4, pp. 447-463.
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Kearney, M.D. 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.
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Kearney, M.D. & Treagust, D.F. 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.
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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, M.D., Treagust, D.F., 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.
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This paper discusses student and teacher perceptions of a new development in the use of the predict observe explain (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.D., Pressick-Kilborn, K.J. & Maher, D. 2012, 'Driving Pre-Service Science Teachers' TPACK Development Through Their Generative Use Of Digital Video', Society for Information Technology & Teacher Education International Conference 2012, Austin, Texas, US, March 2012 in Proceedings of Society for Information Technology & Teacher Education International Conference 2012, ed P. Resta, AACE., Chesapeake, VA, US, pp. 1381-1388.
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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.

Kearney, M.D. 2012, 'How iVideos Inspire Teacher Learning.', Society for Information Technology & Teacher Education International Conference 2012, Austin, Texas, US, March 2012 in Proceedings of Society for Information Technology & Teacher Education International Conference 2012, ed P. Resta, AACE., Chesapeake, VA, US, pp. 1389-1396.
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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, M.D., Jones, G.C. & Roberts, L. 2011, 'An emerging learning design for student-generated 'iVideos'', International LAMS Conference, Macquarie University, Sydney, December 2011 in Proceedings of the 6th International LAMS & Learning Design Conference 2011: Learning design for a changing world, ed Cameron, L. & Dalziel, J., LAMS Foundation, Macquarie University, Sydney, pp. 117-127.
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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 Ô++to evoke powerful experiences about educative ideasÔ+ (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, M.D., Schuck, S.R. & Burden, K. 2010, 'Locating mobile learning in the third space', MLearn Mobile Learning, Valetta, Malta, October 2010 in Conference Proceedings MLearn 2010 Mobile Learning, ed Montebello, M., Camilleri, V., & Dingli, A., University of Malta, Malta, pp. 108-115.
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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, S.R., Aubusson, P.J., Kearney, M.D. & Burden, K. 2010, 'Mobagogy - mobile learning for a higher education community', International Association for Development of the Information Society International Conference, Porto, Portugal, March 2010 in Mobile Learning 2010 Proceedings, ed Sanchez, I. A. & Isaias, P., International Association for Development of the Information Society (IADIS), Porto Portugal, pp. 69-76.
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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, M.D. 2009, 'Investigating Digital Storytelling and Portfolios in Teacher Education', Educational Multimedia, Hypermedia & Telecommunications, Honolulu, USA, June 2009 in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, ed G. Siemens & C. Fulford, AACE, Chesapeake, USA, pp. 1987-1996.
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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, M.D. 2009, 'Towards a learning design for student-generated digital storytelling.', The Future of Learning Design conference, University of Wollongong, December 2009 in Proceedings of the The Future of Learning Design conference, ed S. Bennett, S. Agostinho & L. Lockyer, University of Wollongong, University of Wollongong, pp. 25-39.
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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, S.R., Kearney, M.D. & Aubusson, P.J. 2008, 'Education, opportunities and challenges for generation OurSpace: Taming the beast', Educational Multimedia, Hypermedia & Telecommunications, Vienna, Austria, June 2008 in Proceedings of Ed-Media 2008 world conference on educational multimedia, hypermedia and telecommunications, ed Luca, J. & Weippl, E., Association for the advancement of computing in education (AACE), Virginia, USA, pp. 5804-5811.
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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, M.D. & Young, K.A. 2007, 'An emerging learning design based on analogical reasoning', International LAMS Conference, Macquarie University, Sydney, November 2007 in Proceedings of the 2nd International LAMS Conference 2007, ed L. Cameron and J. Dalziel, LAMS Foundation, Macquarie University, Sydney, pp. 51-61.
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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, M.D. & Young, K.A. 2007, 'Pre-Service teachers' perceptions of LAMS as a teaching tool.', Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Centre for Educational Development, Nanyang Technological University,Singapore, December 2007 in ICT: Providing choices for learners and learning. Proceedings of ASCILITE Singapore 2007, ed Atkinson, R.J., McBeath, C., Soong, S. K. A. & Cheers, C., Centre for Educational Development, Nanyang Technological University, Singapore, Singapore, pp. 490-499.
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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, S.R. & Kearney, M.D. 2007, 'Disruptive or Compliant? The impact of two educational technologies on pedagogy.', Educational Multimedia, Hypermedia & Telecommunications, Vancouver, British Columbia, Canada, June 2007 in Proceedings of Ed-media 2007 World Conference on Educational Multimedia, Hypermedia and Telecommunications, ed Montgomery, C. & Seale, J., Association for the Advancement of Computing in Education, Chesapeake, VA, USA, pp. 2619-2626.
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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.D. & Schuck, S.R. 2005, 'Students in the Director's Seat', Ed-Media, Montreal, June 2005 in Proceedings of Ed-Media 2005, ed Kommers P, Richards G, AACE, Norfolk VA USA, pp. 2864-2871.
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Schuck, S.R. & Kearney, M.D. 2005, 'Teachers as producers, students as directors: why teachers use student-generated digital video in their classes', Apple University Consortium Academic and Developers Conference, Hobart, Australia, September 2005 in Proceedings of the Apple University Consortium Conference, ed MacColl I, Apple Computer Australia, Sydney, Australia, pp. 1-13.
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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, M.D. & Schuck, S.R. 2004, 'Authentic learning through the use of digital video', Australasian Computing Education Conference, Adelaide, Australia, July 2004 in 'Research, Reform, Realise the potential?' ACEC2004, ed Au W; White B, Australian Council for Computers in Education, Adelaide, Australia, pp. 1-7.
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Schuck, S.R. & Kearney, M.D. 2004, 'Digital video as a tool in research projects: Zooming in on current issues', Educational Multimedia, Hypermedia & Telecommunications, Lugano, Switzerland, June 2004 in Proceedings of Ed-media 2004 World Conference on educational multimedia, hypermedia and telecommunications, ed Cantoni L; McLoughlin C, AACE, Norfolk, USA, pp. 2085-2092.
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Kearney, M.D. & Schuck, S.R. 2003, 'Focus on pedagogy: the use of digital video and iMovie in K-12 schools', Apple University Consortium Academic and Developers Conference, Adelaide, Australia, September 2003 in Proceedings of the Apple University consortium conference, ed N Smythe, Apple Computer Australia, Sydney, Australia, pp. 1-9.
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Kearney, M.D. 2002, 'Using digital video to enhance authentic technology-mediated learning in science classrooms', Australasian Computing Education Conference, Hobart, Australia, July 2002 in Linking Learners. Conference proceedings of the 17th Australian computers in education conference, ed ACEC conference committee, ACCE, Hobart, Australia, pp. CD-NA.
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Kearney, M.D. & Treagust, D.F. 2000, 'An investigation of the classroom use of POE computer tasks designed to elicit & promote discussion of students' conceptions of force & motion', New Orleans, USA, April 2000 in NARST 2000, ed N/A, NARST, N/A, pp. 0-0.

Kearney, M.D. & Treagust, D.F. 2000, 'Constructivism as a referent in the design & development of a computer program using interactive digital video to enhance learning in physics', Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Coffs Harbour, Australia, December 2000 in ASCILITE 2000, ed Sims R; O'Reilly M; Sawkins S, Southern Cross university, Coffs Harbour, Australia, pp. 57-68.

Schuck, S.R., Aubusson, P.J., Kearney, M.D., Frischknecht, B.D. & Burke, P.F. 2012, 'Choice at the pedagogy-technology interface: Interactive whiteboards for learning', University of Technology, Sydney, Sydney, pp. 1-123.
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Schuck, S.R. & Kearney, M.D. 2007, 'Exploring pedagogy with interactive whiteboards: A case study of six schools.', UTS, Sydney, Australia, pp. 1-113.
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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: Ô+ó 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? Ô+ó 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? Ô+ó 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? Ô+ó What pedagogical approaches are being used with this technology? Ô+ó 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, M.D., Schuck, S.R. 2004, 'Students in the director's seat: Teaching and learning across the school curriculum with student-generated video', UTS Faculty of Education (now FASS), Australia, pp. 108-110.
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