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Trinity College Dublin, The University of Dublin
Technology, Learning, Teamwork,
Systemic Change
& Bridge21
Brendan Tangney
Trinity Centre for Research in IT in Education
School of Computer Science & Statistics and School of Education
tangney@tcd.ie www.bridge21.ie www.slideshare.net/tangney
Trinity College Dublin, The University of Dublin
The Team
Aibhín Bray, Ann Fitzgibbon, Carina Girvan,
Ciarán Bauer, Claire Conneely, Clionna
Hannon, Dermot Walsh, Elizabeth Oldham,
Grace Lawlor, Jake Byrne, John Lawlor,
Joseph Roche, Katriona O’Sullivan, Keith
Johnston, Kevin Marshall, Kevin Sullivan,
Lorraine Fisher, Megan Kuster, Michelle
O’Kelly, Richard Millwood, Rónán Smith,
Sharon Kearney

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Bridge21 Supporters Since 2007
Trinity College Dublin, The University of Dublin
Area of Interest
“Innovative/Creative” Education
Scale & System Wide Change

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Trinity College Dublin, The University of Dublin
Systemic Change
“Philosophers have interpreted the
world, the point however is to change
it.”
Karl Marx
Educational innovation is not easy to
accomplish.
http://juniorfellow.ewb.ca/systemic-change/
Trinity College Dublin, The University of Dublin
The SAMR Model for Integrating ICT into the
Classroom
Puentedura, R. (2012)

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Trinity College Dublin, The University of Dublin
Innovative Learning
Learning activities at the SAMR redefinition layer “do not sit well within
a conventional school system featuring didactic methods of teaching
and learning, a Victorian-style classroom (the teacher addressing rows
of students) and short single-subject class periods. Instead, they are
more in keeping with the widely-discussed 21C Learning approach to
education”.
(Tangney B., Bray A., Oldham E., 2015)
Technology and the Irish Educational
Landscape

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Trinity College Dublin, The University of Dublin
Schools IT2000
• Schools IT 2000’s core objective is to put in place a
permanent infrastructure which will ensure that:
–pupils in every school have the opportunity to
achieve computer literacy and to equip themselves
for participation in the information society;
–support is given to teachers to develop and renew
professional skills, which will enable them to utilise
ICTs as part of the learning environment of the
school.
Trinity College Dublin, The University of Dublin
Technology and the Educational Landscape
Digital Strategy for Schools 2015-2010
1. A Constructivist Pedagogical Orientation underpinning
the embedding of ICT in schools.
2. The use of ICT in teaching, learning and assessment can
enhance the experience of all students
3. The use of ICT in teaching, learning and assessment is
embedded in school curricula, Department policies and
teacher education.

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Trinity College Dublin, The University of Dublin
Current Reform Process - Alignment
Bridge21

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Bridge21
1. A pedagogical model
2. A learning laboratory
3. A systemic change action research project
1 – The Pedagogical Model

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Trinity College Dublin, The University of Dublin
Bridge21 a Pragmatic Model of 21st Century
Teaching and Learning
(Lawlor J., Marshall K., Tangney B., 2015)
(Conneely, C., Girvan, C., Lawlor, J., Tangney, B 2015)
Trinity College Dublin, The University of Dublin

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Trinity College Dublin, The University of Dublin
Lesson Template – Activity Model
Set-Up
● Divergent ThinkingWarm
Up
● Define Problem
● Research
● Convergent ThinkingInvestigate
● Tasks
● Roles
● Schedule
Plan
•Create
•Review
•Reflect
Create
Present
Reflect
Trinity College Dublin, The University of Dublin
• Brainstorm – everything you can
do with this object
• Brainstorm all the events you can
from WWI and place on a timeline
• Select the names of three soldiers
from a local monument
• Research using multiple
primary & secondary sources
• Prepare to tell one story with a video
and two on paper – add all of the
information to the timeline
Sample Lesson – History - World War I

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2 – The Learning Laboratory
Trinity College Dublin, The University of Dublin
Activities and Topics
1. Core Transition Year Programme – 4 day workshops, digital media
2. Advanced TY Weeks – 4 day workshops
– Physics, Maths, History, English, Gaeilge, Development
Education, Philosophy, German, Project Management, Peer
tutoring,
3. Computer Coding
4. Primary Schools
5. Professional Masters in Education
6. Certificate in 21st Century Teaching & Learning

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Trinity College Dublin, The University of Dublin
Some Numbers
Bridge21 Impact Since 2007

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Trinity College Dublin, The University of Dublin
Publications I
The Model
1. Sullivan S., Marshall K., Tangney B., Teaching without teachers; peer teaching with the
Bridge21 model for collaborative technology-mediated learning, Journal of IT Education:
Inovation in Practice – 2015, (14), 63-83
2. Lawlor J., Marshall K., Tangney B., Bridge21 – Exploring the potential to foster intrinsic
student motivation through a team-based, technology mediated learning model,
Technology, Pedagogy and Education, 2015, p1-20.
3. LLawlor J., Conneely C., Tangney B., Towards a pragmatic model for group-based,
technology-mediated, project-oriented learning – an overview of the B2C model,
Proceedings of the 2010 TechEduca Conference, Athens, May, 2010, pp 602-609.
4. Tangney B., Bray A., Oldham E., Realistic Mathematics Education, Mobile Technology & The
Bridge21 Model For 21st Century Learning – A Perfect Storm, in Mobile Learning and
Mathematics: Foundations, Design, and Case Studies, Crompton H., & Traxler J., (Eds)
Routledge, pp 96-105.
Computer Programming
1. Byrne, J. R., O'Sullivan, K., & Sullivan, K. (2016). An IoT and Wearable Technology
Hackathon for Promoting Careers in Computer Science. IEEE Transactions on
Education. (60), 1, pp 50-58.
2. Tangney, B., Oldham, E., Conneely, C., Barrett, E., Lawlor, J., Pedagogy and processes for a
computer engineering outreach workshop – the B2C model, IEEE Transactions in Education,
2010, vol 53 no 1, pp53-60.
3. Sullivan, K., Byrne, J. R., Bresnihan, N., O'Sullivan, K. & Tangney, T. CodePlus - Designing an
After School Computing Programme for Girls. 45th Annual Conference Frontiers in
Education (FIE), 21 - 24 October 2015 El Paso, USA, pp5.
Trinity College Dublin, The University of Dublin
Publications II
Teacher CPD
1. Girvan C., Conneely C., Tangney B., Extending experiential learning in teacher professional development.
Teaching and Teacher Education 58:129-139 · August 2016. DOI: 10.1016/j.tate.2016.04.009
2. Fisher, L., Byrne, J. R. & Tangney, B. (2015) Exploring Teacher Reactions Towards a 21St Century Teaching and
Learning Approach to Continuing Professional Development Programme in Computer Science, 7th International
Conference on Computer Supported Education (CSEDU), 23 - 25 May 2015 Lisbon, Portugal, pp 22-31
3. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Computer Science Teacher reactions towards Raspberry Pi Continuing
Professional Development (CPD) workshops using the Bridge21 Model , 10th International Conference on
Computer Science & Education (ICCSE), 22-24 July 2015 Cambridge, UK, in press
4. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Empowering Teachers to Teach Computer Science - A social
constructivist approach using the Bridge21 Model for CS CPD., 45th Annual Conference Frontiers in Education
(FIE), 21 - 24 October 2015 El Paso, USA, 9pp.
Use in Schools
1. Conneely, C., Girvan, C., Lawlor, J., Tangney, B., An Exploratory Case Study into the Adaption of the Bridge21
Model for 21st Century Learning in Irish Classrooms, in editor(s) Butler, D., Marshall, K., Leahy, M., Shaping our
Future: How the lessons of the past can shape educational transformation, Dublin, Liffey Press. 2015, pp 348-
381.
2. Johnston K., Conneely C., Murchan D., Tangney B., Enacting Key Skills-based Curricula in Secondary Education:
Lessons from a Technology-mediated, Group-based Learning Initiative, Technology, Pedagogy and Education,
2014, pp1-20.
3. Conneely C., Murchan D., Tangney B., & Johnston K. (2013). 21 Century Learning –Teachers’ and Students’
Experiences and Views of the Bridge21 Approach within Mainstream Education. Proceedings of Society for
Information Technology & Teacher Education International Conference (SITE), 5125-5132.
4. Louise Merrigan, Carina Girvan, Kevin Marshall and Brendan Tangney (2013). Teacher Attitudes To Assessment,
AfL and ICT for Assessment in Bridge21 Schools, Case Study Report for the NCCA, (p51), Dublin: Centre for
Research in IT in Education, Trinity College Dublin.
5. Carina Girvan, Ciarán Bauer and Brendan Tangney (2013) Integrating the Bridge21 Model for 21st Century
Learning in Irish Second Level Classrooms. Case Study Report for the NCCA. (pp. 49). Dublin: Centre for Research
in IT in Education, Trinity College Dublin.

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Trinity College Dublin, The University of Dublin
Themes emerging from
research
1. Students developed a personal responsibility
for learning
2. Teamwork is a positive contributor to the
learning experience
3. Evidence of development of meta-cognition
& higher order learning
4. Results resonate with the SPRinG project
5. Skills students developed during programme
carried back to school
“I can do
things I
didn’t think I
could”
“You’re
responsible for
yourself & for
your own
work”
“I learned how to
interact with other
people & work
together to build
anything”
“I like working in
a team rather
than by myself” • (Lawlor J., Marshall K., Tangney B., 2015; Lawlor J., Conneely C., and Tangney B., 2010. ; Tangney
B., Oldham E., Conneely C., Barrett S., Lawlor J., 2010)
Trinity College Dublin, The University of Dublin
Longitudinal Study - Students
(Kevin Sullivan 2016)

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Trinity College Dublin, The University of Dublin
Long Term Impact on Students
of Participation
Key Skills
• Immediate: Significantly increased confidence
– Communication, Collaboration, Critical Thinking, Creativity,
Learning with Technology and Self-Direction
• Long Term: Sustained increases after 3 months and 1 year
3rd level
• Immediate: Increased aspiration among undecideds
• Long Term: Eased transition to 3rd level
– Meeting new people, speaking up in class, leading group
projects, learning with technology.
3 – Systemic Change
Bridge21 in Schools

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Trinity College Dublin, The University of Dublin
Overlapping Issues
CS & STEM
Technology
Enhanced
Learning
21st Century
Learning
Trinity College Dublin, The University of Dublin
Operating at Multiple Levels
System
Evidence base through published research
Reports for policy makers
Networking with policy makers and other influencers
Schools
Bridge21 & TA21 schools
Teachers
Introduction to Bridge21 workshops
Free CS workshops
Accredited CPD in 21C T&L and Coding
In school “Lesson Study” CPD cycles
Students
Introductory workshops to Bridge21
Advanced activities, e.g. Language Learning, Peer Teaching, CodePlus
Students - 12,000
Teachers – 1,500

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Teacher CPD
Trinity College Dublin, The University of Dublin
Role of the teacher
it was very much 90%
they were working, 10%
me
it looks like I'm doing
nothing
I would have been chalk and talk you
know, and now
often times I say nothing in class
The other thing I'd say which I think is
really important, from my point of view, is
the kids taught me a lot

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Trinity College Dublin, The University of Dublin
Responsibility for learning (Conneely , Girvan, Lawlor and Tangney 2015)
Trinity College Dublin, The University of Dublin
Teacher Professional Development
Girvan C., Conneely C., Tangney B., Extending
experiential learning in teacher professional
development. Teaching and Teacher Education
58:129-139, August 2016.

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Post Graduate Certification
Post Graduate Certificate
• Level 9 - TCD Accredited
• Fri/Sat Modules in TCD & Google
• 6 Modules - 30 ECTs
Inclusive
Education
Digital
Media
Literacy
Teacher as
Researcher
Leadership
& Change
Management
Computational
Thinking
Information
Literacy
Contextual
Maths
STEM
Pedegogy
Intro to
Scratch
Programming
Python
Programming
Raspberry-Pi
Computer
Systems
Advanced
Scratch
Programming
Individual Workshops
• Free for teachers
• Delivered Locally
Trinity Access 21
Data and Impact

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Trinity College Dublin, The University of Dublin
Year 1
••Age 13
••11 Subjects
Year 2
••Age 14
••11 Subjects
Year 3
••Age 15
••Junior Certificate
Longitudinal Study
11 Project Schools
1100 Students
and their teachers
Year 4
••Age 16
••Transition Year
Year 5
••Age 16/17
••7 Subjects
Year 6
••Age 17/18
••Leaving Certificate
2014/15
2015/16
2016/17
2016/17
Trinity College Dublin, The University of Dublin
Confidence - 21st Century Teaching
Practices

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Trinity College Dublin, The University of Dublin
Current Reform Process - Alignment