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Professor Brendan Tangney

Professor (Computer Science)

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
 Trinity Access 21
 Teaching for Tomorrow

Details Date
Member of the Editorial Board, Computers & Education 2008-
Chair of the Ministerial Advisory Board on the Implementation of the Digital Strategy in Schools 2017-2020
Member of the Editorial Board, Journal for STEM Education Research 2018-
Member of the Department of Education and Skills, Senior Cycle Redevelopment Programme Delivery Board 2022-
Editorial Board Member, Journal of Computers in Mathematics and Science Teaching 2004-2018
Member of the executive, and Treasurer, of the International Association of Mobile Learning 2010-2014
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. Learning and Development, National College of Ireland (2015) M.Sc. Systemic Psychotherapy, UCD (2013) B.Sc. Problem-Solving and Software Development DCU (2012) M.Sc. Systemic Psychotherapy Clanwilliam Institute Dublin/Univ of Swansea (2011) M.A. Education and Development (Distance Learning), University of East London (2006) 2006
Charity Board Memberships: The Good Summit (2022-); Earth Ecology Trust (2019-); John Scottus Educational Trust (2010-2019) (Chair). 2010
Details Date From Date To
Executive Member and Treasurer, International Association of Mobile Learning 2010 2014
Brendan Tangney, Carina Girvan, Eilís Ní Chorcora & Aibhín Bray, Overcoming barriers to teaching 21C skills: the Bridge21 approach, Irish Educational Studies, 2023, Journal Article, PUBLISHED  DOI
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
Tangney, B,, Byrne, J.R., Girvan, C.,(ed.), Constructionism 2020, Dublin, May, 2022, 620pp p, Proceedings of a Conference, PUBLISHED  DOI
Bray, A., Byrne, J. R., Tangney, B., & Oldham, E. , The Bridge21 framework: Impact on teachers and implications for equitable, inclusive classrooms, ATEE Spring Conference 2020-2021, Florence, Italy [online], 28-29 October 2021, edited by Maria Ranieri, Laura Menichetti, Stefano Cuomo, Davide Parmigiani, and Marta Pellegrini , Firenze University Press, 2021, pp151 - 153, Notes: [Book of extended abstracts], Conference Paper, 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
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

Page 1 of 14
Tangney, Brendan, Bray, Aibhín, Devitt, Ann, Girvan, Carina, Ní Chorcora, Eilís, Maguire Donohoe, Jen, Banks, Joanne, Sullivan, Keane, Lisa, Byrne, Philip, Smith, Rónán and Hannon, Cliona, Trinity Access - Project Overview, Trinity Access, Trinity College Dublin, December, 2021, Report, PUBLISHED
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: [], Report, PUBLISHED
B. Holmes, T. Savage, B. Tangney, Comparative International Research on Best Practice and Innovation in Learning, The Lifelong Learning Group, The Information Society Commission, 2000, Notes: [], Report, PUBLISHED


Award Date
Provost's Teaching Award 2003
FTCD 2006
The overarching research question driving my research is "how best to make use of the affordances of technology to support learning?". This lead to the exploration of different pedagogical approaches and the development, and evaluation of, tools to align with them. The tools covered subject areas ranging from music to mathematics and it emerged that tools designed to support social constructivist, and constructionist, pedagogies were effective. The then emerging area of mobile learning was a particular focus. From the work it became clear that greater insights were needed into how technology enhanced learning can be embedded in the classroom. This lead into research on the needs of teachers to help them transform their practice. Findings revealed that teachers needed a pragmatic pedagogical model with which to structure teaching, so that learners could master curriculum content and develop key skills (communication, collaboration etc.) which have become of increasing importance in education at all levels. The Bridge21 pedagogical model, and the corresponding approach to teacher professional development, emerged from this research. My approach to research is to marry the conceptual with the applied. This is particularly important in educational research where the paradigms for action, and design based, research are often used as they include an element of trying to transform practice on the ground. Of late my research has overlapped with involvement in the Trinity Access Programmes. Here the research questions are "How can the educational aspirations and attainment levels of students in areas of socio-economic disadvantage be improved?" and "How can interventions in this field be implemented at scale?" A body of evidence has been produced to demonstrate that the Bridge21 pedagogical model helps to attain these goals in both informal settings and in schools when teachers have been provided with appropriate professional development. This is a very significant result from research and policy perspectives as it address obstacles identified by the OECD in the embedding of key skills in school systems. More immediately the Bridge21 work with TAP, and other, schools is having a direct impact on the lives of tens of thousands of students. Measuring change in educational contexts is a well known research problem, so I have spearheaded work in TAP to gather longitudinal data on impact. This is producing an invaluable, and unique,dataset which is allowing a myriad of research questions to be addressed by the TAP team. The data is being made available, on request, to other researchers.