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Professor Brendan Tangney

Professor (Computer Science)
LLOYD INSTITUTE


Dr. Brendan Tangney is a Professor in Computer Science & Statistics and a Fellow of Trinity College Dublin. He holds an M.Sc. from the University of Dublin (Trinity College Dublin) and a Ph.D. from the University of Bolton. His research focuses on the areas of technology & learning, educational reform, teacher professional development and equality of access. He works closely with Trinity Access and was principal investigator on the Bridge21 project - which is now part of Trinity Access. He has held visiting positions in the Universities of Sydney and Kyoto. He is a member of the Editorial Board of Computers & Education and the Journal for STEM Education Research. He chaired the Ministerial Advisory Board on the Implementation of the Digital Strategy in Schools (2017-2020) and was co-chair of the 2020 Constructonism Conference. At college level he is a tutor and has served as Registrar, Warden of Trinity Hall and Junior Dean.
  Computer Education/Literacy   Computer-Aided Instruction   Computers & Education   Creative music education   Educational/Instructional Technology   E-Learning   Information technology in education   Innovation in learning   Technology & Learning
 Bridge21
 Trinity Access 21
 Teaching for Tomorrow

Details Date
Chair of the Ministerial Advisory Board on the Implementation of the Digital Strategy in Schools (2015-2020) 2017
External Examiner BSc. (Computational Problem Solving and Software Development) DCU 2016
External Examiner B.Sc. & M.Sc. (Computer Science/Multimedia) Anglia Ruskin University 2003
Course Validation B.A. in Learning and Development National College of Ireland (2015) M.Sc. in Systemic Psychotherapy UCD (2013) BSc in Problem-Solving and Software Development DCU (2012) M.A. Education and Development (Distance Learning) University of East London (2006) M.Sc. Systemic Psychotherapy Clanwilliam Institute Dublin/Univ of ??? (2011) 2006
Details Date From Date To
Executive Member and Treasurer, International Association of Mobile Learning 2010 2014
Aibhín Bray, Cliona Hannon, Brendan Tangney, Large-scale, design-based research facilitating iterative change in Irish schools - the Trinity Access Approach, Irish Educational Studies, 2022, p1 - 21, Journal Article, PUBLISHED  TARA - Full Text  DOI
Constructionism, Constructionism 2020, May, 2022, Dublin, Tangney, B,, Byrne, J.R., Girvan, C.,, Meetings /Conferences Organised, PUBLISHED  DOI
Sullivan K., Bray A., & Tangney B., Developing twenty-first-century skills in out-of-school education: The Bridge21 Transition Year programme, Technology, Pedagogy and Education, 30, (4), 2021, p525 - 541, Journal Article, PUBLISHED  DOI
Kearny S., Tangney B., Exploring a pedagogical model to support teaching new literacy skills in English education - an Irish study,, Irish Educational Studies, 2021, Notes: [0.1080/03323315.2021.1910974], Journal Article, PUBLISHED  DOI
Nina Bresnihan, Aibhín Bray, Lorraine Fisher, Glenn Strong, Richard Millwood, Brendan Tangney, Parental Involvement in Computer Science Education and Computing Attitudes and Behaviours in the Home: Model and Scale Development, ACM Transactions on Computing Education, 21, (3), 2021, p1 - 24, Journal Article, PUBLISHED  DOI
Brendan Tangney, Aibhín Bray, Ann Devitt, Carina Girvan, Eilís Ní Chorcora, Jen Maguire Donohoe, Joanne Banks, Kevin Sullivan, Lisa Keane, Philip Byrne, Rónán Smith and Cliona Hannon, Trinity Access - Project Overview, TARA, Trinity Access, Trinity College Dublin, December, 2021, Report, PUBLISHED  TARA - Full Text  DOI
STEM CPD For 21st Century Teaching & Learning - The Bridge21 Approach in, editor(s)Leite, L., Oldham, E., Afonso, A.S., Viseu, F., Dourado, L. & Martinho, M.H. , Science and mathematics education for 21st century citizens: challenges and ways forwards, New York, Nova Science Publishers, 2020, pp3 - 23, [Bray A., Byrne J.R., & Tangney B.], Book Chapter, PUBLISHED
Kearney S., Gallagher S., & Tangney B., ETAS: An instrument for measuring attitudes toward learning English with technology, Technology, Pedagogy and Education, 29, (4), 2020, p445 - 461, Journal Article, PUBLISHED  DOI
Lawlor G., Byrne P., Tangney B., "CodePlus"-Measuring Short-Term Efficacy in a Non-Formal, All-Female CS Outreach Programme, ACM Transactions on Computer Education, 20, (4), 2020, p18 , Journal Article, PUBLISHED  DOI
Tangney B., Byrne J.R., Girvan C.(ed.), Proceedings of the 2020 Constructionism Conference, Dublin, May 26-29, 2020, 619 p, Proceedings of a Conference, PUBLISHED  Handle
  

Page 1 of 14
Brendan Tangney, Inmaculada Arnedillo Sánchez, Liam Benson, Clare Brophy, Bryn Holmes, Marion O'Neill, Reflections on the Kilkenny Schools IT 2000 Projects. Oct 2001. 26 pages. A Report Commissioned by the Kilkenny Information Age Schools Steering Committee, 2001, Notes: [http://www.cs.tcd.ie/tangney/PublicationSources/Report-KIA.rtf], Report, PUBLISHED
B. Holmes, T. Savage, B. Tangney, Comparative International Research on Best Practice and Innovation in Learning, Dublin, The Lifelong Learning Group, The Information Society Commission, 2000, Notes: [http://www.cs.tcd.ie/tangney/PublicationSources/InnovationInLearning.rtf], Report, PUBLISHED

  

Award Date
Provost's Teaching Award 2003
FTCD 2006
Original research focus was on distributed computing systems and was a founding member of Trinity's Distributed Systems Group out of which grew IONA Technologies, one of Ireland's most successful software companies. The research focus then moved to how technology (in particular mobile technology) could be used to support the teaching and learning process. Over the years, a number of graphical software educational tools, based on a social constructivist pedagogy, have been developed and evaluated in the areas such as mathematics, academic writing, music composition and animation. This work on tools has lead on to an interest in the learning context in which such tools are used. A model for team based, collaborative, project based, technology mediated learning has been developed which encapsulates in a pragmatic fashion many of the attributes of 21st Century Teaching & Learning. Since 2007, under the banner of Bridge2College and subsequently Bridge21, this model has been used in a social outreach programme with over 15,000 students and for professional development with almost 2,000 teachers in both informal professional development workshops (in school or TCD) and accredited programmes - including Trinity's PME and a specially designed Postgraduate Certificate in 21st Century Teaching and Learning. Given its focus on the use of technology in secondary schools, Bridge21 activities are now situated within the university's outreach unit - Trinity Access Programmes - as part of a highly innovative collaboration involving the School of Education and School of Computer Science & Statistics the overall thrust of which is to create a longitudinal, design based, research project aimed at bringing about systemic change in the Irish Education system with a particular emphasis on addressing social exclusion and promoting 21st Century Teaching & Learning. The design based research approach means it is by it nature pragmatic and action oriented. It is designed to have a transformative effect in a number of ways. Firstly, it is transformational in the lives of the students it reaches. A body of evidence exists that the student workshops have a lasting effect on students aspirations and engagement with learning (papers X,Y). Secondly engagement with the Bridge21 model is transformational for teachers (and schools) and helps them to use innovative methodologies in their classrooms, which in turn benefits their students (papers X,Y). Thirdly the collaboration with TAP, and the embedding of student workshops and teacher professional development, has greatly extended the reach and impact of its activities (as documented in https://www.tcd.ie/trinityaccess/research/publications-reports/trinityaccess-publications/#reports). Finally, the approach to longitudinal data collection which I have spearheaded in TAP (pubs X,Y), brings a whole new power to how it can produce evidence for its impact. In terms of leadership the work has shown, by example, how cross disciplinary research, between Computer Science, Education and TAP, can be carried out in an innovative and sustainable manner. There are few, if no, comparable examples internationally.