Publications on the Bridge21 model

• Sharon Kearney & Brendan Tangney (2021): Exploring a pedagogical model to support teaching new literacy skills in English education – an Irish study, Irish Educational Studies May 2021

• Grace Lawlor, Philip Byrne, and Brendan Tangney. 2020. “CodePlus”—Measuring Short-Term Efficacy in a Non-Formal, All-Female CS Outreach Programme”, ACM Transactions on Computing Education Volume 20 Issue 4 November 2020 Article No.: 25pp 1-18.

• Sullivan, K., Bray, A. and Tangney, B., 2020. Developing twenty-first-century skills in out-of-school education: the Bridge21 Transition Year programme. Technology, Pedagogy and Education, pp.1-17.

• Kearney, S., Gallagher, S. and Tangney, B., 2020. ETAS: an instrument for measuring attitudes towards learning English with technology. Technology, Pedagogy and Education, 29(4), pp.445-461.

• Bray, A., Byrne, P. and O’Kelly, M., 2020. A Short Instrument for Measuring Students' Confidence with ‘Key Skills'(SICKS): Development, Validation and Initial Results. Thinking Skills and Creativity, 37, p.100700.

• Byrne, J.R., Kearney, S. and Sullivan, K., 2019. Technology-Mediated Collaborative Learning: The Bridge21 Activity Model in Theory and Practice. In Didactics of Smart Pedagogy (pp. 309-330). Springer, Cham.

• Nuhoğlu Kibar, P., Sullivan, K. and Akkoyunlu, B., 2019. Creating Infographics Based On the Bridge21 Model for Team-Based and Technology-Mediated Learning.

• Conneely, C., 2018. The bridge21 model of technology-mediated, team-based, 21st century learning in post-primary classrooms in ireland: Evolution, experiences and evaluation (Doctoral dissertation, Trinity College Dublin)

• Kearney, S., 2018. Using the Bridge21 pedagogical model of 21 st century teaching and learning to teach new literacies in second-level English education, and the impact on students’ attitudes. Unpublished doctoral dissertation). Trinity College, Hartford, CT.

• Boran, I., As Part of a 21st Century Learning Activity, an Investigation into the Effect of Utilising a Synthesized Problem Solving Model in a Microworld Simulation to Develop Problem Solving Skills in Maths Education.

• Byrne, J.R., O’Sullivan, K. and Sullivan, K., 2016. An IoT and wearable technology hackathon for promoting careers in computer science. IEEE Transactions on Education, 60(1), pp.50-58.

• Girvan, C., Conneely, C. and Tangney, B., 2016. Extending experiential learning in teacher professional development. Teaching and teacher education, 58, pp.129-139.

• Girvan, C., Wickham, C.M. and Tangney, B., 2016. Constructionism and microworlds as part of a 21st century learning activity to impact student engagement and confidence.

• Lawlor, John. "Bridge21: A Model for Team Based Technology, Mediated Learning in and Out of School Context." PhD diss., Trinity College Dublin, 2017.

• Lawlor, G. and Tangney, B., 2016, April. Constructivist Learning and Mantle of the Expert Pedagogy-A Case Study of an Authentic Learning Activity, the “Brain Game”, to Develop 21St Century Skills in Context. In International Conference on Computer Supported Education (Vol. 3, pp. 265-272). SCITEPRESS.

• Girvan, C., Wickham, C.M. and Tangney, B., 2016. Constructionism and microworlds as part of a 21st century learning activity to impact student engagement and confidence.

• Girvan, C., Conneely, C. and Tangney, B., 2016. Extending experiential learning in teacher professional development. Teaching and teacher education, 58, pp.129-139.

• Lawlor, J., Marshall, K. and Tangney, B., 2016. Bridge21–exploring the potential to foster intrinsic student motivation through a team-based, technology-mediated learning model. Technology, Pedagogy and Education, 25(2), pp.187-206.

• Tangney, B., Bray, A. and Oldham, E., 2015. Realistic Mathematics Education, mobile technology & the Bridge21 model for 21st Century Learning-A perfect storm. Mobile learning and mathematics: Foundations, design, and case studies, pp.96-106.

• Bray, A., Oldham, E. and Tangney, B., 2015, February. Technology-mediated realistic mathematics education and the bridge21 model: A teaching experiment. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 2487-2493).

• Sullivan, K., Marshall, K. and Tangney, B., 2015. Learning circles: A collaborative technology-mediated peer-teaching workshop. Journal of Information Technology Education: Innovations in Practice, 14(1), pp.63-83.

• Bauer, C., Devitt, A. and Tangney, B., 2015, August. The alignment of CMC language learning methodologies with the Bridge21 model of 21C learning. In Critical CALL–Proceedings of the 2015 EUROCALL Conference, Padova, Italy (p. 44). Research-publishing. net.

• Bray, A., 2015. Collaborative, contextual, and technology-mediated mathematics learning activities: design heuristics and effects on student engagement (Doctoral dissertation, Trinity College Dublin).

• Lawlor, G., 2015. “Brain Games”-An Authentic Learning Intervention for Exploring 21st Century Skills Development (Masters dissertation, University of Dublin).

• Sullivan, K., Marshall, K. and Tangney, B., 2015. Learning circles: A collaborative technology-mediated peer-teaching workshop. Journal of Information Technology Education: Innovations in Practice, 14(1), pp.63-83.

• Bray, A., Oldham, E. and Tangney, B., 2015, February. Technology-mediated realistic mathematics education and the bridge21 model: A teaching experiment. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 2487-2493)

• Wickham, C., 2015. Investigation into the use of microworlds as part of a 21 st century learning activity and the impact on student engagement and confidence in physics

• Fisher, L., Byrne, J.R. and Tangney, B., 2015, May. Exploring Teacher Reactions Towards a 21St Century Teaching and Learning Approach to Continuing Professional Development Programme in Computer Science. In CSEDU (2) (pp. 353-362)..

• Bray, A. and Tangney, B., 2014, April. Barbie Bungee Jumping, Technology and Contextualised Learning of Mathematics. In CSEDU (3) (pp. 206-213).

• Conneely, C., Murchan, D., Tangney, B. and Johnston, K., 2013, March. 21 Century Learning–Teachers’ and Students’ Experiences and Views of the Bridge21 Approach within Mainstream Education. In Society for Information Technology & Teacher Education International Conference (pp. 5125-5132). Association for the Advancement of Computing in Education (AACE).

• Bray, A., Oldham, E. and Tangney, B., 2013. The human catapult and other stories–adventures with technology in mathematics education. In 11th International Conference on Technology in Mathematics Teaching (ICTMT11) (pp. 77-83).

• Bray, A. and Tangney, B., 2013, May. Mathematics, Technology Interventions and Pedagogy-Seeing the Wood from the Trees. In CSEDU (pp. 57-63).

• Brendan, T. and Aibhín, B., 2013. Mobile Technology, Maths Education & 21C Learning. In 12th World Conference on Mobile and Contextual Learning, Bloomsbury Qatar Foundation Journals.

• Bray, A. and Tangney, B., 2013, May. Mathematics, Technology Interventions and Pedagogy-Seeing the Wood from the Trees. In CSEDU (pp. 57-63).