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• Computers and play in early childhood: Affordances and limitations

  Verenikina, I., Herrington, J., Peterson, R. & Mantei, J. (2010). Computers and play in early childhood: Affordances and limitations. Journal of Interactive Learning Research, 21(1), 139-159. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Connect, create, collaborate: The Victorian approach to ICT provision in schools

  Hartnell-Young, E., Davie, L. & Peck, D. (2011). Connect, create, collaborate: The Victorian approach to ICT provision in schools. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 561-570). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).

• Programming in a Robotics Context in the Kindergarten Classroom: The Impact on Sequencing Skills

  Kazakoff, E. & Bers, M. (2012). Programming in a Robotics Context in the Kindergarten Classroom: The Impact on Sequencing Skills. Journal of Educational Multimedia and Hypermedia, 21(4), 371-391. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• A reality check: Taking authentic e-learning from design to implementation

  Teräs, H., Teräs, M. & Herrington, J. (2012). A reality check: Taking authentic e-learning from design to implementation. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2219-2228). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).

• PD for ML in HE: Embedding mobile learning in a university context

  Herrington, A., Schrape, J., Flintoff, K., Kelly, J., Singh, K. & Taylor, D. (2012). PD for ML in HE: Embedding mobile learning in a university context. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2573-2578). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).

• Mobilising authentic learning: Understanding the educational affordances of the iPad

  Oldfield, J. & Herrington, J. (2012). Mobilising authentic learning: Understanding the educational affordances of the iPad. In M. Brown, M. Hartnett & T. Stewart (Eds.), Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. Australasian Society for Computers in Learning in Tertiary Education.

• Implementing iPads in a reggio classroom: Digital storytelling to document student learning on a teacher’s budget

  Reid, E., Reid, D. & Ostashewski, N. (2013). Implementing iPads in a reggio classroom: Digital storytelling to document student learning on a teacher’s budget. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1703-1707). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).

• Emerging technologies as cognitive tools for authentic learning

  Herrington, J. & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 44(4), 607-615. Wiley.

• Using iPad Apps to Engage Students in Critical Thinking and Problem Solving, Communication, Collaboration, Creativity and Innovation

  Sims, M. (2014). Using iPad Apps to Engage Students in Critical Thinking and Problem Solving, Communication, Collaboration, Creativity and Innovation. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1871-1872). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).

• The Power of Math Dictionaries in the Classroom

  Patterson, L.G. & Young, A.F. (2013). The Power of Math Dictionaries in the Classroom. SRATE Journal, 22(2), 22-28.

• The Influence Of Technology-Rich Early Childhood Field Experiences On Preservice Teachers

  Lux, N. & Lux, C. (2015). The Influence Of Technology-Rich Early Childhood Field Experiences On Preservice Teachers. Journal of Technology and Teacher Education, 23(2), 213-240. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• The iPad: Another Gadget or a tool for Constructive Learning?

  Colburn, L. & Tamim, R. (2014). The iPad: Another Gadget or a tool for Constructive Learning?. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1962-1966). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).

• Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process

  Ters, H. & Herrington, J. (2014). Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process. The International Review of Research in Open and Distributed Learning, 15(2),. Athabasca University Press.

• Effects of a Tablet-Based Mathematics Application for Pre-School Children

  Kosko, K. & Ferdig, R. (2016). Effects of a Tablet-Based Mathematics Application for Pre-School Children. Journal of Computers in Mathematics and Science Teaching, 35(1), 61-79. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• iPads with a Purpose: Selecting Apps to Meet the Differing Instructional Needs of Young Children

  Monroe-Ossi, H., McLemore, B., Ohlson, T. & Maki, K. (2014). iPads with a Purpose: Selecting Apps to Meet the Differing Instructional Needs of Young Children. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1397-1400). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).

• A Multimedia Story-Driven Instructional Methodology to Teach Science and Literacy Concepts to Children in Early Childhood Classrooms.

  Grubaugh, S., Coleman, C., Speaker, R., Coleman, D. & Speaker, P. (2014). A Multimedia Story-Driven Instructional Methodology to Teach Science and Literacy Concepts to Children in Early Childhood Classrooms. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 736-741). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).

• Effective Teaching with Technology: Managing Affordances in IPad Apps to Promote Young Children’s Mathematics Learning

  Bullock, E.P., Moyer-Packenham, P., Shumway, J.F., MacDonald, B. & Watts, C. (2015). Effective Teaching with Technology: Managing Affordances in IPad Apps to Promote Young Children’s Mathematics Learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2648-2655). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Learning Beyond the Screen: Assessing the Impact of Reflective Artificial Intelligence Technology on the Development of Emergent Literacy Skills

  Broda, M. & Frank, A. (2015). Learning Beyond the Screen: Assessing the Impact of Reflective Artificial Intelligence Technology on the Development of Emergent Literacy Skills. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 753-758). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE).

• "Smart" Technologies in Early Years Literacy Education: A Meta-Narrative of Paradigmatic Tensions in iPad Use in an Australian Preparatory Classroom

  Lynch, J. & Redpath, T. (2014). "Smart" Technologies in Early Years Literacy Education: A Meta-Narrative of Paradigmatic Tensions in iPad Use in an Australian Preparatory Classroom. Journal of Early Childhood Literacy, 14(2), 147-174.

• Authentic Online Learning: Aligning Learner Needs, Pedagogy and Technology

  Parker, J., Maor, D. & Herrington, J. (2013). Authentic Online Learning: Aligning Learner Needs, Pedagogy and Technology. Issues in Educational Research, 23(2), 227-241.