1. Aubusson, P., Burke, P., Schuck, S., Kearney, M., & Frischknecht, B. (2014). Teachers choosing rich tasks: The moderating impact of technology on student learning, enjoyment, and preparation. Educational Researcher, 43(5), 219–229.
2. Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science & Children, 46(2), 26–29.
3. 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.
https://doi.org/10.1016/j.compedu.2018.02.006
.
4. 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.
5. Burden, K., Schuck, S., & Kearney, M. (2019, January). Should we be concerned about mobile devices in the classroom: What does the evidence say? Impact. Journal of the Chartered College of Teachers, Special Issue. Retrieved from
https://impact.chartered.college/article/mobile-devices-schools-really-innovative-what-does-evidence-say/
.