My main areas of research focus on: Teaching and learning outcomes arising from uses of leading edge technologies, in primary, secondary, further and higher education, with concern for intergenerational and lifelong learning practices; Exploring concepts of blended learning and implications for course and programme development; Uses of data and development of data systems to support curriculum and educational practices; How home and out-of-school (formal, non-formal and informal learning) practices can enhance and support formal learning at an individual learner level; How technologies support young people who are at risk of learning exclusion or who are hard to reach; How evaluation and research can be undertaken to support policy and practice.

Uses and impacts of technologies and technology-based resources in formal educational environments

Uses and impacts of technologies and technology-based resources across informal and formal learning environments

Specific aspects of learning and how these are impacted by technologies

How technologies are used by and impact young people who find it hard to learn or who are vulnerable

Uses of data management and data handling in school-based and lifelong learning contexts

My work has focused on a number of main areas:

• Teaching and learning outcomes arising from uses of leading edge technologies, initially in primary and secondary schools, but latterly in further, higher, adult and professional education, considering development across the lifespan (lifelong learning).
• Implementation and management of leading edge technologies at national, regional, local authority and individual institution levels.
• Uses of data and development of data systems to support curriculum and educational practices.
• How home and out-of-school practices (formal, non-formal and informal learning) can enhance and support learning at an individual learner level.
• How technologies support young people who are at risk of learning exlusion or who are 'hard to reach'.
• How evaluation and research can be undertaken to support policy and practice.

Listen to Don Passey talk about his research interests.

Don has undertaken studies for international agencies, government departments in the UK, UK government agencies, and, in a number of countries, commercial and non-commercial groups, educational institutions and schools to inform both policy and practice.

Current research and writing includes:

• Exploring concepts of blended learning in post-compulsory education settings
• Detailing evidence from a range of recent studies that have looked at how different technologies can enhance learning engagement and outcomes for different groups of young people
• Exploring the impacts of interactive whiteboards in schools on management, teaching and learning, and how uses of associated technologies integrate with interactive whiteboard functionality
• Examining uses ofmobile technologies in classrooms, and their impacts on specific aspects of learning
• Considering uses and impacts of technologies in informal, non-formal and formal learning settings
• Assessing the sustainability and influences of digital access at home in socio-economically disadvantaged communities and in developing countries

Recently completed studies:

• Identifying ways that mobile technologies are used by young people and teachers in classrooms
• Exploring implications of computing in the curriculum
• Examining ways that management systems support reflective practices in mathematics teaching and learning

Society memberships

• International Federation for Information Processing Working Group on Elementary Education (WG3.5)
• International Federation for Information Processing Working Group on IT in Educational Management (WG3.7)
• British Computer Society, Member of the Education and Training Expert Panel
• International Federation for Information Processing Technical Committee 3 on Education

Don is the course director of the Doctoral Programme in e-Research and Technology Enhanced Learning. This programme takes on some 25-30 doctoral students each year, all professional people undertaking the programme part-time. Previously, he was course director of the MRes in Innovation in School Practice (a course developed specifically for the SSAT), and also taught on the MA in Education programme (in modules EDS 801, EDS 812 and EDS 813). He convened a new module (EDS 313) for the undergraduate PinE programme called 'Learning in a Digital Age', and taught in the EDS207 module on the same programme.