Article

Atherton, P (2022) Leaving the chasm behind? Autoethnography, creativity and the search for identity in academia. PRISM. ISSN 2514-5347

Atherton, P (2020) My social autoethnography: How one teacher educator used digital communication to help tell his own stories. Teacher Education Advancement Network Journal, 12 (1). pp. 48-64. ISSN 2054-5266

Atherton, P (2019) Bridging the chasm –a study of the realities of edtech use among trainee teachers. Teacher Education Advancement Network Journal, 11 (4). pp. 80-95. ISSN 2054-5266

Atherton, P (2018) More than just a quiz - how Kahoot! can help trainee teachers understand the learning process. Teacher Education Advancement Network Journal, 10 (2). pp. 29-39. ISSN 2054-5266

Book Section

Atherton, P (2023) Search smarter? Leveraging Pinterest for learning. In: Schwartz, D, (ed.) Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom: A Teaching and Learning Reboot. Routledge. ISBN 9781032117614

Conference or Workshop Item

Atherton, P, Topham, L and Khan, W (2024) AI and student feedback. In: EDULEARN24 Proceedings . (Edulearn 2024 - 16th International Conference on Education and New Learning Technologies, 1st Jul -3rd Jul 2024, Palma, Spain).

Atherton, P and Pratt, A (2022) From reflective models towards collaborative autoethnography. How can social media be used as a pedagogic tool for Secondary student teachers? In: INTED2022 Proceedings . pp. 8721-8729. (INTED 2022, 07 March 2022 - 08 March 2022, Online).

Thesis

Atherton, P (2023) Enacting the chasm: how can educational technology help Secondary teacher educators reflect creatively and reflexively? Doctoral thesis, Liverpool John Moores University.