Please email Matthew Kearney or Kevin Burden if you need access to any of the following papers. If referring to the iPAC Framework in an article, please cite our foundational 2012 paper (No. 8 below).

Key publications relating to iPAC

  1. Kearney, M., Burden, K., & Schuck, S. (2020, in press). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Dordrecht, Netherlands: Springer.
  2. Kearney, M., Burke, P., & Schuck, S. (2019). The iPAC scale: A survey to measure distinctive mobile pedagogies. TechTrends, 63(6), 751–764
  3. 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
  4. Burden, K. & Kearney, M. (2017). Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education 14(2), 110-125
  5. Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121-137. https//
  6. 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.
  7. Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & Education, 80, 48-57
  8. (Foundational paper) Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 20: 14406

Other publications relating to iPAC (focusing on other aspects of m-learning)

  1. 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
  2. Burden, K., Kearney, M., Schuck, S. & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders’ priorities. TechTrends 63(6), 659-668
  3. 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.
  4. 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.
  5. 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
  6. 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
  7. Burden, K., & Kearney, M. (2016). Future scenarios for mobile science learning. Research in Science Education. 46(2), 287-308
  8. 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
  9. Kearney, M. & Maher, D. (2013). Mobile learning in maths teacher education: Driving pre-service teachers’ professional development. Australian Educational Computing, 27(3), 76-84.