Bridge 21 Publications
- Kearney, S. and Tangney, B. (2021). Exploring a pedagogical model to support teaching new literacy skills in English education – an Irish study. Irish Educational Studies, May 2021.
- Lawlor, G., Byrne, P. and Tangney, B. (2020). “CodePlus” — Measuring Short-Term Efficacy in a Non-Formal, All-Female CS Outreach Programme. ACM Transactions on Computing Education, 20(4), Article 25, pp. 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, 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. Doctoral dissertation, Trinity College Dublin.
- Kearney, S. (2018). Using the Bridge21 pedagogical model of 21st century teaching and learning to teach new literacies in second-level English education. Doctoral dissertation, Trinity College Dublin.
- Boran, I. (2017). An investigation into the effect of utilising a synthesized problem-solving model in a microworld simulation. Doctoral dissertation.
- 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.
- Lawlor, G. and Tangney, B. (2016). Constructivist learning and Mantle of the Expert pedagogy: The “Brain Game”. In International Conference on Computer Supported Education (Vol. 3, pp. 265–272).
- Lawlor, J., Marshall, K. and Tangney, B. (2016). Bridge21 – exploring intrinsic student motivation. Technology, Pedagogy and Education, 25(2), pp. 187–206.
- Bray, A. and Tangney, B. (2014). Barbie Bungee Jumping: Technology and contextualised learning of mathematics. In CSEDU (pp. 206–213).