# data[].attributes.headline
Cross curricular learning can be precarious as it may not capture the interest you hoped for (Barnes, 2011)

# data[].attributes.subject
Cross curricular learning can be precarious as it may not capture the interest you hoped for (Barnes, 2011)

# data[].attributes.headline
Some links between subjects are easier to connect than others. (Hayes, 2010)

# data[].attributes.subject
Some links between subjects are easier to connect than others. (Hayes, 2010)

# data[].attributes.headline
Progression within subjects is harder to achieve when there are more subjects involved (Barnes, 2012)

# data[].attributes.subject
Progression within subjects is harder to achieve when there are more subjects involved (Barnes, 2012)

# data[].attributes.headline
Cross curricular approaches are seen today to broaden a narrowed curriculum to enable a wider range of experiences and egalitarianism. (Driscoll et al., 2012)

# data[].attributes.subject
Cross curricular approaches are seen today to broaden a narrowed curriculum to enable a wider range of experiences and egalitarianism. (Driscoll et al., 2012)

# data[].attributes.headline
Rickinson et al. (2004) found certain benefits for out of class experiences

# data[].attributes.subject
Rickinson et al. (2004) found certain benefits for out of class experiences

# data[].attributes.headline
Well planned learning experiences beyond the classroom can deepen children’s understanding, knowledge and skills across the curriculum and can positively influence childrens’ confidence and motivation. (House of Commons Education and Skills Committee, 2005) 

# data[].attributes.subject
Well planned learning experiences beyond the classroom can deepen children’s understanding, knowledge and skills across the curriculum and can positively influence childrens’ confidence and motivation. (House of Commons Education and Skills Committee, 2005) 

# data[].attributes.headline
Mobile devices can support children with additional needs; for instance, the camera helps with challenges of short term memory to record useful key information. (Audain, 2014)

# data[].attributes.subject
Mobile devices can support children with additional needs; for instance, the camera helps with challenges of short term memory to record useful key information. (Audain, 2014)

# data[].attributes.headline
Audain (2014) states that when children use a device they have a sense of responsibility for their learning and they enjoy expressing their thoughts and taking pictures to support projects. 

# data[].attributes.subject
Audain (2014) states that when children use a device they have a sense of responsibility for their learning and they enjoy expressing their thoughts and taking pictures to support projects. 

# data[].attributes.headline
Assessment for learning can be achieved through a mobile device as children can revisit their work and give a two stars and a wish approach from either a personal or peer perspective. (Audain, 2014)

# data[].attributes.subject
Assessment for learning can be achieved through a mobile device as children can revisit their work and give a two stars and a wish approach from either a personal or peer perspective. (Audain, 2014)

# data[].attributes.headline
Collaboration is an important aspect that is promoted through the use of mobile devices as children can work together and share with others. (Audain, 2014)

# data[].attributes.subject
Collaboration is an important aspect that is promoted through the use of mobile devices as children can work together and share with others. (Audain, 2014)