Dr Sarah Younie

Job: Professor of Education Innovation

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Research group(s): Education

Address: De Montfort University, The Gateway, Leicester, LE1 9BH

T: +44 (0)116 250 6341

E: syounie@dmu.ac.uk

W: http://dmu.ac.uk/hls

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Personal profile

Sarah Younie is MA Programme Leader and Principal Lecturer in Education Studies. She teaches on the MA and BA programmes and supervises research students in educational technology, innovation, pedagogy, professional development and management of change.

Dr Sarah Younie graduated with a first class degree from the University of Warwick, and then studied for a PGCE in Humanities and English at University of Leicester; then, whilst working as qualified teacher in schools she completed a Certificate of Further Professional Study in Education at the University of Cambridge. Sarah was awarded an ESRC scholarship to study for her Masters in Sociology of Contemporary Culture at the University of York, and has since completed a PhD in Education and Technology. She taught in a number of secondary schools and since then she has taught on BA, PGCE and MA courses where her teaching and research focuses on change in education, in particular technology and the opportunities it affords for innovation in practice. She has been an external examiner for MA and doctoral programmes.

During her role as U.K Chair of ITTE (Information Technology in Teacher Education), Sarah has liaised with government agencies and has conducted national research for government, and submitted evidence for the ‘Parliamentary Select Committee Inquiry into Education’ in 2009.

Sarah has implemented international research projects. She was the co-investigator for the EU funded ‘Learning School’ project, part of European Schoolnet Multimedia project, supported by 23 Ministries of Education; the ‘Web@Classroom’ project, awarded ‘ICT Best Practice in European Education’ in recognition of innovation. Other international projects have included the EU funded ‘European Knowledge Center' project, developing the teacher-researcher interface. Previous national research includes the ‘Use of Learning Platforms in HEIs and Schools’; BBC News School Report for ITE; SOURCE project (Software Use, Reuse and Customisation in Education) TLTP funded with The Open University. Sarah has delivered research papers at international conferences and published journal articles, book chapters and books on technology and education.

Publications and outputs

The longitudinal effect of disseminating handwashing public health education to children in India via co-created, culturally relevant resources.
dc.title: The longitudinal effect of disseminating handwashing public health education to children in India via co-created, culturally relevant resources. dc.contributor.author: Crosby, Sapphire; Younie, Sarah; Ujenia, Harnesh Vijay; Laird, Katie dc.description.abstract: Infectious diseases are a leading cause of death for children from low- and middle-income countries (LMICs), often due to inadequate hand-hygiene. This study evaluates culturally relevant educational resources as a vehicle to disseminate the importance of handwashing amongst children in India. Employing a participatory action research (PAR) model and mixed methods, this follow-up longitudinal study evaluates a set of innovate educational handwashing resources and workshops specifically co-created for use in the State of Gujarat, and how they aid teachers in the teaching of hand-hygiene over a 3 year period. Working alongside local NGOs on-the-ground, teacher questionnaires (n=58) and focus groups including a brief questionnaire with teachers (n=35) were conducted to assess the impact of trainer workshops. In addition, pre- and post-workshop worksheets were conducted with children (n=98). Percentage change was calculated between children’s pre-and post-worksheet scores and a cumulative frequency of responses to each questionnaire criterion was measured. Data from the focus group found that the resources had been used in over 200 schools by more than 5000 children. In addition, 92.28 % of teachers said they would use the resources within their classrooms in India, with 58.16 % of pupils having an increased understanding of germs/handwashing directly after the workshop. Teachers reported that they are able to teach microbiology and handwashing more effectively. Furthermore, following a focus group, 100 % of teachers noted a reduction in childhood vomiting and diarrhoeal illnesses linked with insufficient hand-hygiene across 46 schools in the State of Gujarat since using the Germ’s Journey resources. dc.description: open access article The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Acknowledgements The researchers would like to thank the children, teachers, parents and collaborators at Manav Sadhna, Environmental Sanitation Institute (ESI) and Together in Development and Education (TIDE) for their continued involvement and commitment to the project.
Translational research in action: The use of technology to disseminate information to parents during the COVID-19 pandemic
dc.title: Translational research in action: The use of technology to disseminate information to parents during the COVID-19 pandemic dc.contributor.author: Younie, Sarah; Laxton, Debra; Cooper, Linda dc.description.abstract: This paper addresses the research problem of how to reach, engage and support parents in home-educating young children during the first national COVID-19 lockdown in England (March–June 2020), which was addressed through using technology. An internet-mediated research (IMR) approach is used to investigate the effectiveness of using technology and translational research as strategies for disseminating a rapidly produced digital guide, for promoting play-based learning at home, to parents. Lockdown with the closure of early years provision led to parents finding themselves isolated at home with young children. Early years educators were managing a unique set of circumstances where communication with families, including those ‘harder-to-reach’ was contextually problematic. Qualitative data using IMR captured online interactions by unobtrusive and obtrusive methods; unsolicited emails and social media comments and questionnaire responses. Conventional content analysis identified emerging themes of access, availability, reliability and readability. Analysis showed a combination of factors impacted on the speed and scale of sharing and downloading the digital guide. First, being digitally ready as platforms were already used by early years educators and Local Authorities. Second, the professional drive of Local Authorities and early years educators to support families during the crisis and third, the availability of an easily accessible online resource seen as valuable in improving play-based learning at home. dc.description: open access article
Teaching and Learning with Technologies in Primary School
dc.title: Teaching and Learning with Technologies in Primary School dc.contributor.author: Younie, Sarah; Leask, Marilyn
Learning to Teach in the Secondary School: A Companion to School Experience.
dc.title: Learning to Teach in the Secondary School: A Companion to School Experience. dc.contributor.author: Younie, Sarah; Leask, Marilyn; Capel, Susan; Hidson, Elizabeth; Lawrence, Julia dc.description.abstract: For all undergraduate, postgraduate and school-based routes to qualified teacher status, Learning to Teach in the Secondary School is an essential introduction to the key skills and knowledge needed to become a secondary teacher. Underpinned by evidence-informed practice and focusing on what you need to know to thrive in the classroom, the eighth edition is fully updated in light of changes in the field, covers new topics and provides additional guidance on topics such as developing your resilience, using digital technologies, closing the achievement gap and using data to inform your teaching and pupil learning. The text includes a wealth of examples and tasks to demonstrate how to successfully apply theory to practice and how to critically reflect on and analyse your practice to maximise pupil learning. The wide range of pedagogical features supports both school- and university-based work up to Masters level. Written by experts in the field, the 37 concise units create unit-by-unit coverage that can be dipped into, offering guidance on all aspects of learning to teach including: Managing your workload Lesson planning Curriculum Motivating pupils Promoting behaviour for learning Assessment, marking and feedback Special educational needs and disabilities (SEND) Applying for jobs, developing as a professional and networking Learning to Teach in the Secondary School provides practical help and guidance for many of the situations and potential challenges you are faced with in school. The text is extended by a companion website that includes additional information as well as specific units covering England, Northern Ireland, Scotland and Wales. Supported by the subject-specific titles in the Learning to Teach Subjects in the Secondary School Series, it is an essential purchase for every aspiring secondary school teacher.
Education For All In Times of Crisis - Lessons from Covid-19
dc.title: Education For All In Times of Crisis - Lessons from Covid-19 dc.contributor.author: Younie, Sarah; Leask, Marilyn dc.description: - This book is based on a series of global research webinars undertaken during the Covid-19 pandemic. - The research underpinning the book is based on a series of global webinars, organized and hosted by ICET (International Council on Education for Teaching), MESH (Mapping Educational Specialist knowHow) and VSO international (Volunteer Services Overseas) that were undertaken from May-October 2020. These were planned and arranged by Leask and Younie from MESH, Shrestha from VSO and Hordatt-Gentles from ICET at the start of the coronavirus outbreak and ran through the period of the first wave of the global crisis and the return of the second wave. - This book was commissioned following the first international webinar that was held on 15th May 2020 brought together 90 educators from 30 countries to share their frontline knowledge on what was happening with schools’ provision for learners and specially marginalised learners. Their contributions are integrated into this book. Focus group interviews with teachers in more than 30 countries from August to October enabled extended data collection and the use of Teacher Voice to inform the discussion and analysis offered in this book. - Further webinars in October 2020 extended the dataset. An international webinar with video technology experts IRIS Connect, on 2nd July 2020 addressed the challenges of continuing initial teacher training when schools were closed and beginning teachers could no longer complete their qualification program. Similarly, further international research was undertaken with a two-day E-Conference hosted by Professor Muhammed Anwer, a MESH International Council colleague in Pakistan on 26-27th August 2020 with over 100 educators attending. - In addition, as part of the research undertaken in collecting data to write the book outlined above and the desk-based research, the authors sought contributions from educators (teachers and senior school leaders), who gave of their time in undertaking online or phone interviews to provide case studies, practitioner expertise and extended consultations on multiple and complex matters that arose as we collaborated to record the significant challenges of managing the Covid-19 pandemic, from March 2020 to September 2020. -Summary = Research base of the book - Global Webinars: gathering research data
Education System Design: Foundations, Policy Options and Consequences
dc.title: Education System Design: Foundations, Policy Options and Consequences dc.contributor.author: Younie, Sarah; Leask, Marilyn; Hudson, Brian dc.description.abstract: This book highlights decisions governments have to make about their public education systems, the options they have before them and the consequences of their decisions. As well as covering issues such as values, curriculum, teacher training, structures and so on, the book addresses education planning for epidemics, pandemics and disasters. Education systems provide the foundations for the future wellbeing of every society, yet existing systems are a point of global concern. Education System Design is a response to debates in developing and developed countries about the characteristics of a high-quality national education service. It questions what makes a successful system of education. With chapters that draw on experience in education systems around the world, each one considers an element of a national education service and its role in providing a coherent and connected set of structures to ensure good education for all members of society. Key topics include: Existing education systems and what a future system might look like Inclusion and social justice Leadership and teacher education Policy options, and the consequences of policy changes This book suggests an education system be viewed as an ecosystem with inter-dependencies between many different components needing to be considered when change is contemplated. It is a vital book for any stakeholders in educational systems including students, teachers and senior leaders. It would be particularly useful to policy makers and those implementing policy changes.
Soaper Stars: Hand-Hygiene Educational Intervention for Children on Paediatric Wards
dc.title: Soaper Stars: Hand-Hygiene Educational Intervention for Children on Paediatric Wards dc.contributor.author: McNicholl, Johanna; Crosby, Sapphire; Firth, Charlie; Younie, Sarah; Laird, Katie dc.description.abstract: Aim: This study reports on the effectiveness of an educational intervention consisting of hand-hygiene resources centred on superhero type characters, implemented on paediatric wards. An evaluation of pre and post handwashing practice will be conducted. Handwashing is one of the most cost-effective infection prevention interventions. Public Health Campaigns have sought to emphasise the importance of handwashing, in order to prevent the spreading of illnesses (particularly in recent times during the height of the Covid pandemic) yet there are few aimed at young children. In addition, research has shown that interventions need to be motivational and not just the transferring of knowledge in order to change behaviour in children. Methods: Using a mixed-method approach, observations of NHS healthcare staff and children engaging with the health-education resources and products were conducted. Brief interviews/questionnaires with NHS healthcare staff regarding their own experiences using the resources with the children on the wards were also completed. Interviews/questionnaires were used to evaluate if the resources had supported them in their infection prevention role and to determine if there had been a change in children’s handwashing practices. Results: Preliminary results indicate good engagement with the educational intervention and an increased usage of hand-hygiene products.Data collection is on-going and will be completed in the coming months. Conclusion: There are few children’s handwashing resources, yet learning the practice is fundamental to their health. Being invisible to the naked-eye, it is hard for young children to understand the association between these pathogenic microbes and feeling unwell. Bridging this gap in knowledge is essential. Children on paediatric wards are more likely to have suppressed immune systems and thus limiting the spread of infectious disease within such wards is paramount to children’s health. The educational intervention thus far has encouraged good hand-hygiene practice, with data showing an increase in hand-hygiene frequency.
A Germ’s Journey: Interactive educational resources, teaching children globally about hand-hygiene
dc.title: A Germ’s Journey: Interactive educational resources, teaching children globally about hand-hygiene dc.contributor.author: Crosby, Sapphire; Laird, Katie; Younie, Sarah dc.description.abstract: aching children about hand hygiene is (particularly in recent years) extremely important yet highly challenging. Informing children of correct and efficient handwashing is one thing, but children actually putting this into practice is another. Children being told that they need to wash their hands is often not enough. It is through encouragement, interaction and understanding that we begin to see long term changes in handwashing behaviour. A Germ’s Journey can be used as a tool in order to implement such changes in handwashing knowledge and behaviour in children.
Evaluating a children’s learning resource to improve handwashing behaviour
dc.title: Evaluating a children’s learning resource to improve handwashing behaviour dc.contributor.author: Mitchell, Chloe; Crosby, Sapphire; Younie, Sarah; Laird, Katie dc.description.abstract: Effective handwashing can reduce up to a third of infections and is an important line of defence against community and hospital-acquired infection, including Covid-19. Young children are particularly vulnerable to spreading and contracting infectious disease, and often lack the knowledge and motivation to engage in effective handwashing strategies. Despite this, there are few evidence-based handwashing interventions aimed at children. This article summarises research on the effectiveness of a set of learning resources for children designed to improve handwashing behaviour, which have been tested in school and community settings; it also discusses how nurses could use these resources in hospital and community settings to help with infection control.
The Global Impact of A Germ’s Journey: Interactive Learning Resources and Behavioural Training to Improve Young Children’s Knowledge of Microorganisms and Handwashing Skills Worldwide
dc.title: The Global Impact of A Germ’s Journey: Interactive Learning Resources and Behavioural Training to Improve Young Children’s Knowledge of Microorganisms and Handwashing Skills Worldwide dc.contributor.author: Crosby, Sapphire; Laird, Katie; Younie, Sarah dc.description.abstract: Interdisciplinary research between psychology, health sciences and education has resulted in the co-creation of ‘A Germ’s Journey’; a resource-based intervention comprising books, web games, videos and posters. The resources are utilised globally across Africa, Asia and Europe, with 3,540 books donated to schools, museum exhibits, community centres and refugee camps reaching 145,432 people thus far. Most recently, these resources have been developed in response to the Covid-19 pandemic in line with WHO guidelines stating that handwashing is the most effective strategy for prevention of infection. The A Germ’s Journey health-education intervention was developed to improve young children’s understanding of microorganism transfer and efficient handwashing techniques to tackle infection. This presentation outlines the findings from a collection of studies that evaluate whether specifically co-created resources (A Germ’s Journey) aid children’s understanding and practice, and teachers’ pedagogy of effective hand-hygiene in the UK and Low-and Middle-Income Countries. Educational health-hygiene workshops were conducted with schools in the UK and in Sierra Leone and India in areas of considerable socio-economic disadvantage. Mixed-method data was collected from children using quasi-experimental methods, using pre-workshop questions, follow-up questions, observations and baseline and post-workshop assessments. Data was collected from teachers using questionnaires and focus groups. Results from evaluative studies demonstrate that the use of A Germ’s Journey multi-component educational resources induce significant improvements in children’s knowledge of microorganisms and handwashing skills. For example: among one sample of UK schoolchildren, 20% more washed between their fingers one month after engaging with the learning resources, and 30% more linked handwashing to germs. The effect of the intervention also extends to reducing the cases of diarrhoea and vomiting related illness in India. Additionally teachers (100%) reported on the usefulness of the resources. A Germ’s Journey resources enhance children’s understanding of handwashing, microorganism transfer and disease development, thereby improving handwashing behaviour in children in both the UK and Low-and-Middle-Income Countries, addressing the UN Sustainable Development Goals for health (SDG3) and education (SDG4).

For a full list of Sarah Younie's publications and outputs, please click here.

Research interests/expertise

Technology - e-learning, pedagogy, innovation, music technology
Change management - school development and leadership
Education policy - policy implementation
Professional development - on-line professional learning, CPD and teacher education.

Sarah is interested to hear from students who wish to conduct doctoral research in any of these areas.

Areas of teaching

Dissertation/major research project (MA)
Researching Education (MA)
Technology Enhanced learning (MA)
Cultural and Educational Transformations (undergraduate, year 2)

Qualifications

PhD - Education and Technology (DeMontfort University)

MA - Sociology of Contemporary Culture (University of York) ESRC Award

PG Cert - Further Professional Study in Education (University of Cambridge)

PGCE - English and Humanities 11-18 yrs (University of Leicester)

BA (Hons.) – Philosophy First Class: Distinction (University of Warwick)

Courses taught

Sarah Younie is Module Leader for:

Dissertation/Major research project (MA)
Researching Education (MA)
Technology enhanced learning (MA)
Cultural and Educational Transformations (undergraduate, year 2)

Externally funded research grants information

Externally Funded International and National Research Projects

HEA/JISC and ITTE ‘Open Educational Resources: Digital Literacy and Creativity’ (£27,000) 2011-12

HEA/JISC ‘Seminar Series onOpen Educational Resources’ (£1000) 2011-12

TDA/BBC 'Case Studies of the use of the BBC News School Report Project in initial teacher education ITTE (£6,000) 2010-11

JISC 'Transition and support for non-traditional learners using on-line tools' Leicester College and De Montfort University (£15,000) 2010

TDA 'Developing E-Safety resources for primary trainees in initial teacher education' ITTE (£2,000) 2010

TDA/BBC 'Evaluation of the use of the BBC News School Report in initial teacher education' ITTE Evaluation (£12,400) 2010

Becta/ITTE 'Learning platform use in HEIs and schools (£15,000) 2009

Aimhigher 'Associate Scheme: Pathfinder Project' (£5,000) 2009

ITTE ‘Voices Project: capturing the history of computers in Education’ (£4, 500) 2006-08

EU Socrates Programme 'Web @ Classroom' ‘Investigating teaching and learning outcomes in the permanently connected classroom’ UK PI(EURO480,770) 2000-2002

EU Socrates Programme 'European Schoolnet Multi Media Project '‘Researching effective practice with ICT in schools across Europe’ (EURO500,000) 1998-2000

EU Socrates Programme ‘Developing the teacher-researcher interface on the European Schoolnet website’ (EURO120,000) 1999-2000

SOURCE: 'Software Use, Reuse and Customisation in Education, Teaching and Learning Technology Programme 3 (£15,000) 1999-2000

Electronic Campus Project De Montfort University (£15,000) 1997-1998

Professional esteem indicators

Sarah has held national positions as the UK Chair of ITTE, which is the professional/subject association for Information Technology in Teacher Education, which liaises with government agencies on technology and policy. She is a member and peer reviewer for BERA (British Educational Research Association), BESA (British Education Studies Association), Mirandanet and Education Futures Collaboration. Sarah is a peer reviewer for a number of international journals on education and technology.

Research Reports

Younie, S. and Jones, S. (2012) Digital Literacy and Creativity:Open Educational Resources, UK OER Phase 3 (OMAC Strand 2) Final Report, HEA/JISC.

Younie, S. and Bradshaw, P., Cameron, K. (2011) ‘A case study examination of the BBC News School Report project in Initial Teacher Education across three sites’, Training and Development Agency.

Bradshaw, P., Cameron, K. and Younie, S. (2010) ‘Evaluation of the use of the BBC News School Report project in Initial Teacher Education’, Training and Development Agency.

Leask, M. and Younie, S. (2009)‘Parliamentary Select Committee Inquiry into Initial Teacher Training and CPD Report: submission of written evidence’.

Younie, S. and Leask, M. (2009) Use of Learning Platforms to support Continuing Professional Development in HEIs and Schools, Coventry: Becta/ITTE

Younie, S. (2009) Aimhigher Associate Scheme: Pathfinder Project Evaluative Report, Coventry and Warwickshire Local Authority.

Publications

Refereed Journal Articles

Younie, S. and Leask, M. (forthcoming 2013) Implementing learning platforms in schools and universities: lessons from England and Wales, Technology, Pedagogy and Education (accepted)

Leask, M. and Younie, S. (forthcoming 2013) Using Emerging Technologies to Develop Professional Learning, Journal of Professional Development in Education (accepted)

Younie, S. (2006) ‘Implementing Government Policy on ICT in Education: lessons learnt’, Education and Information Technologies, Vol 11, Nos 3-4, pp 385-400.

Leask, M., and Younie, S. (2001) ‘Communal Constructivist Theory: pedagogy of information and communications technology & internationalisation of the curriculum’, Journal of Information Technology for Teacher Education, Vol. 10, Nos 1 & 2, pp117-134.

Leask, M and Younie, S. (2001) 'Is the European Schoolnet an Online European Community for Teachers and a Valuable Professional Resource?' Teacher Development: an International Journal Of Teachers’ Professional Development. Vol. 5, No.2, pp 157-175.

Books

Younie, S. and Leask, M. (2013) Teaching with technologies: the essential guide, Buckingham: Open University Press.

Hammond, M., Younie, S., Woollard, J., Cartwright, V. and Benzie, D. (2009) What does out past involvement with computers in education tell us? A view from the research community, Coventry: Warwick University Press.

Edited Books

Younie, S. and Bradshaw, P. (eds) (2017) Debates in ICT and Computing. London: Routledge.

S. Capel, M. Leask and S.Younie, (eds) (2016) Learning to Teach in the Secondary School: A Companion to School Experience. London: Routledge.

Younie, S., Leask, M. and Burden, K. (eds) (2015) Teaching and Learning with ICT in the Primary School. London: Routledge.

Younie, S., Capel, S. and Leask, M. (eds) (2009) Supporting Teaching and Learning in the Secondary School: a companion for higher level teaching assistants. London: Routledge.

Additional Information

Chapters in Edited Books

Preston, C. and Younie, S. (2016) ‘Taking the tablets: has the long predicted revolution in teaching and learning finally arrived?’ in (Eds.) A. Quinn and T. Hourigan, Handbook for Digital Learning in K-12 Schools, New York: Springer.

Younie, S and Leask, M. (2016) 'Overcoming fragmentation between research and practice: managing the professional knowledge base for teachers' in (Ed) B. Hudson, Overcoming Fragmentation in Teacher Education: Implications for policy, practice and future research,Cambridge: Cambridge University Press.

Williams, L., Cernochova, M., Demo, B. and Younie, S. (2015) ‘A Working Model for Teacher Training in Computing through the Literacy from Scratch Project’, in D. Passey and A. Tatnall (Eds) Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and Management, New York: Springer, pp. 25-33.

Pinto, T. and Younie, S. (2015) ‘Developing E-Safety in the Primary School’, in (eds) S. Younie, M. Leask and K. Burden, Learning to Teach Using ICT in the Primary School, London: Routledge.

Jones, S. and Younie, S. (2013) ‘ICT tools for professional development’ in (eds) M. Leask and N. Pachler Learning to Teach in the Secondary School Using ICT. London: Routledge.

Younie, S. (2009) ‘Developing Resources Using ICT’ in (eds) S.Younie, S. Capel and M. Leask, Supporting Teaching and Learning in the Secondary School: a companion for higher level teaching assistants. London: Routledge. ISBN 978-0-415-35884-2 pp 125-132

Younie, S. and Powell, K. (2009) ‘Your Professional Development’ in (eds) S.Younie, S. Capel and M. Leask, Supporting Teaching and Learning in the Secondary School: a companion for higher level teaching assistants. London: Routledge. ISBN 978-0-415-35884-2 pp 147-159

Burton, D., Lee, K. and Younie, S. (2009) ‘Understanding Learning’ in (eds) S.Younie, S. Capel and M. Leask, Supporting Teaching and Learning in the Secondary School: a companion for higher level teaching assistants. London: Routledge. ISBN 978-0-415-35884-2 pp 82-90

Younie, S. and Moore, T. (2005) ‘Supporting Teachers’ Professional Practice with ICT’ in (eds) M. Leask and N. Pachler Learning to Teach in the Secondary School Using ICT. London: Routledge. ISBN 0-415-35104-9 pp 17-40

Leask, M., Litchfield, P. and Younie, S. (2005) ‘Using ICT In Your Particular Subject’ in (eds) M. Leask and N. Pachler Learning to Teach in the Secondary School Using ICT. London: Routledge. ISBN 0-415-35104-9 pp 4-16

Younie, S. (2001) ‘Developing a ‘Cognitively Flexible Literacy’: from an industrial society to the information age’, in Issues in Teaching using ICT (ed) M. Leask, London: Routledge. ISBN 0-415-23867-6 pp 206-222

Leask, M and Younie, S. (2001) ‘Building On-line Communities for Teachers: ideas emerging from research’, in Issues in Teaching using ICT (ed) M. Leask, London: Routledge. ISBN 0-415-23867-6 pp 223-232

Peer Reviewed Practitioner Publications

Preston, C. and Younie, S. (2016) ‘Innovations in Professional Development: real-time, in-ear Coaching’. Advancing Education, Autumn 2016, Article xx. Nottingham: Naace [online] available at xx

Younie, S. and Leask, M. (2016) ‘Teacher Education Knowledge Mobilisation Summit for the UNESCO Education 2030 Framework for Action: Using low cost digital technologies’ IT in Teacher Education, National Newsletter, Summer 2016, London: ITTE

Leask, M. and Younie, S. (2016) ‘Keeping up to date - new MESHGuide research summaries for teachers, teacher educators and student teachers’ IT in Teacher Education National Newsletter, Summer 2016, London: ITTE

Younie, S., Preston, C. and Turner, R. (2015) ‘An Evaluation of Classroom Audio Distribution Technology for Teaching and Learning: Phase One Research into the impact of using Lightspeed Technology’s Redcat and Flexcat CAD systems in schools 2008-2014’, MirandaNet Research Report, London: MirandaNet.

Younie, S. (2013) ‘iPads/tablets and mobile technologies: distinctive pedagogies’ Association of IT in Teacher Education National Newsletter, Summer 2013, No 71, pp.21-22, London: ITTE

Younie, S. (2012) ‘Digital games based learning: more than toys?’ Association of IT in Teacher Education National Newsletter, Autumn/Winter 2012, No 69, pp. 17-8. London: ITTE

Younie, S. (2012) ‘Promoting Digital Literacy through OER: the use and reuse of open educational resources’, Association of IT in Teacher Education National Newsletter, Autumn/Winter 2012, No 69, pp. 15-6. London: ITTE

Bradshaw, P. and Younie, S. (2011) ‘Trainee teachers’ engagement in a cross-curricular news project: impact on professional identity’. Advancing Education, Autumn 2011, Article 4. Nottingham: Naace [online]

Younie, S. and Bradshaw, P. (2010) ‘BBC News School Report project: evaluation of trainees experiences’ Association of IT in Teacher Education National Newsletter, Summer 2010, No 64, pp.3, London: ITTE

Conference Papers

Younie, S. and Jones, S. (2012) Examining Open Educational Resources in Digital Literacy and Creativity for University Teachers’ Professional Practice, Half Day Workshop, Online Educa Berlin, 28-30 November 2012 (Refereed)

Jones, S. and Younie S. (2012) Digital Literacy & Creativity: Lessons Learned in Creating Open Education Resources for Professional Development, paper Online Educa Berlin 2012 (Refereed)

Younie, S. and Jones, S. (2012) ‘Building the evidence base for educational practice: an invitation to engage in collective action’ UCET (University Council for the Education of Teachers) Conference, Hinckley, 8 November 2012.

Jones, S. and Younie, S. (2012) ‘Short of time? Using e-tools to support you in undertaking research beyond the small scale using resources already available to you’ UCET (University Council for the Education of Teachers) Conference, Hinckley, 8 November 2012.

Leask, M., Procter, R., Younie, S. and Jones, S. (2012) ‘Building the evidence base for practice in education: options for international collaboration drawing on successful medical models’ in Symposium ‘Building a research agenda for teachers’ education futures’. European Conference on Educational Research (ECER) Cadiz, Spain, 18 - 21 September, 2012. (Refereed)

Younie, S. and Jones, S. (2012) Promoting Digital Literacy through OER: the use and reuse of Open Educational Resources, (HEA funded seminar series) St Anne’s College, Oxford University, 5 July, 2012. (Refereed)

Younie, S. (2012) Digital Games Based Learning: more than just toys? Information Technology in Teacher Education (ITTE), Annual Conference, St Anne’s College, Oxford University, 7 July, 2012.

Bradshaw, P., Younie, S. and Jones, S. (2012) ‘The use of open education resources in higher education programmes of academic practice’, ICICTE Conference, 6 July 2012. (Refereed)

Bradshaw, P. and Younie, S. (2012) ‘Assistant teachers’ engagement in a cross-curricular television news project: impact on professional identity’ at ProPEL Conference, University of Stirling, Scotland, May 9-11, 2012. (Refereed)

Hammond, M. and Younie, S. (2012) ‘The Changing Landscape: after Becta' in Symposium 'World-wide Educational Innovation' at BETT12 (British Educational Technology) international seminars at Olympia, London 11-14 January 2012.

Bradshaw, P. and Younie, S. (2011) ‘Assistant teachers’ engagement in an external cross-curricular project: impact on professional identity’ in Symposium: ‘Researching education and policymaking’ with R. Harrison, S. Sieminski, C. Wise, B. Jeffrey and G.Troman. British Educational Research Association (BERA) Annual Conference, Institute of Education, University of London, 6-8 September 2011. (Refereed)

Younie, S. and Hammond, M. (2011) ‘The enduring importance of ICT: Becta and beyond’, Information Technology in Teacher Education (ITTE), Annual Conference, Keele University, 5-7 July, 2011. (Invited)

Younie, S., Bradshaw, P. and Cameron, K. (2011) ‘A case study examination of the BBC News School Report project in Initial Teacher Education across three sites’, Information Technology in Teacher Education (ITTE), Annual Conference, Keele University, 5-7 July, 2011.

Younie, S. (2011) ‘Student teachers learning to use Learning Platforms: a challenge for ITE partnerships’ in Symposium: ‘How and why do student teachers use ICT and what impact will they have as they begin their teaching careers?’ with M.Hammond and P. Johnston-Wilder. Proceedings CAL 2011: Computer Assisted Learning, Manchester 13-15 April 2011. (Refereed)

Stone, L. and Younie, S. (2010) ‘Social networking and community building: online tools to support learners’, HEA SIG E-learning and the First Year Student Experience (ELFYSE), Birmingham, 23 March, 2010.

Younie, S. (2010) ‘From here to there: research trajectories.’ Invited panel member with D. Benzie, S. Kennewell and P.Twining, Information Technology in Teacher Education (ITTE), Research Conference, University of Cambridge, 10-12 March, 2010.

Younie, S. and Stone, L. (2010) ‘Social networking: transition and support for learners using online tools’ Information Technology in Teacher Education (ITTE), Research Conference, University of Cambridge, 10-12 March, 2010.

Conboy, H. and Younie, S. (2009) ‘Resistance, barriers and empowerment in the pedagogical use of emerging technologies: a comparative study’, Association of Learning Technology (ATL-C), University of Manchester, 8-10 September 2009.

Hammond, M. and Younie, S. (2009) ‘The use of VLEs and learning platforms by and for new teachers’, Information Technology in Teacher Education (ITTE), University of Exeter, 7-9 July, 2009.

Younie, S. and Curtis, W. (2009) ‘Learning with and for each other: Constructing ‘learning community’ through technological intervention’, British Education Studies Association Conference (BESA), University of Staffordshire, 2-3 July, 2009.

Younie, S. (2009) ‘Engendering Change: knowledge management, technology and communities of practice’ in Sympoisum: ‘New Rules for Engagement: communities of practice, professional development and technology’ with M. Leask and C. Preston. Proceedings CAL 09: Computer Assisted Learning, Brighton 23-26 March, 2009.

Younie, S. (2009) ‘Cutting-edge Tools for the 21st Century Curricula: An International Perspective.’ Invited international panel member – Society of Information Technology in Education (SITE), Charleston, USA 3-6 March, 2009.

Younie, S. and Curtis, W. (2009) ‘New possibilities for engaging learners: challenging pedagogic assumptions in developing multimedia resources.’ Society of Information Technology in Education (SITE), Charleston, USA 3-6 March, 2009.

Tarrant, T., Younie, S. and Powell, K. (2009) ‘Characteristics of ICT in ITT’, TDA/ ITTE, British Educational Technology (BETT), Olympia, London, 15 January, 2009.

Hammond, M and Younie, S. (2008) ‘Voices Project: what does the past tell us about computers in education?’ Information Technology in Teacher Education (ITTE), Research Conference, University of Cambridge, 28-29 November, 2008.

Younie, S. (2008) ‘Relationships between communities of practice: within and beyond the school’ in Symposium: ‘Web 2.0, communities of practice and new forms of engagement between policy makers, researchers and practitioners – where are the academics?’ with H. Blackmore, M. Leask and C. Preston. British Educational Research Association (BERA) Annual Conference, University of Herroit Watt, Edinburgh, 3-6 September, 2008.

Younie, S. (2008) ‘Shared Learning: teachers, ICT and communities of practice’. International Federation of Information Processing (IFIP), Charles University, Prague, Czech Republic, 23-27 June, 2008.

Younie, S. (2006) ‘Implementing Government Policy on ICT in Education: lessons learnt’. International Federation of Information Processing (IFIP), WG 3.1, 3.3, 3.5 Joint Conference, Alesund University, Norway, 26-30 June, 2006.

Younie, S. (2006) ‘The significance of communities of practice: implementing U.K Government Policy on ICT in Education’. British Educational Research Association (BERA), Annual Conference, University of Warwick, 6-9 September, 2006.

Younie, S. (2005) ‘Teachers’ Collaborative Learning to Develop an e-Pedagogy’. Information Technology in Teacher Education (ITTE), Annual Conference, University of Dundee, 12–14 July, 2005.

Younie, S. (2005) ‘Routes/Roots and Maps: a Cultural Cartography of Creating Change with ICT’. Information Technology in Teacher Education (ITTE), Research Conference, University of Cambridge, 9-10 December, 2005.

Younie, S. (2003) ‘Region\re\generation - Laptops as a Catalyst for Community Change’. Proceedings CAL 03: Computer Assisted Learning, 21st Century Learning, Queen's University Belfast, Northern Ireland, 8-10 April, 2003.

Younie, S. (2002) ‘Managing Change: Communal Constructivism and ICT pedagogy’Information Technology in Teacher Education (ITTE) Annual Conference Proceedings Trinity College Dublin, Ireland 16-18 July, 2002. (ISBN 0-9542821-1-6)

Younie, S. (2002) ‘Why NOF ICT training worked successfully for some teachers and schools and not others?’ Information Technology in Teacher Education (ITTE) Annual Conference Proceedings Trinity College Dublin, Ireland 16-18 July, 2002. (ISBN 0-9542821-1-6)

Boys, J., Ryan, S., Younie, S and Ebbrell, D. (2001) ‘Pedagogic Assumptions and Student Affordances: A Case Study of Reusable Educational Software’ in ALT-C Changing Learning Environments. Proceedings ALT-C: Association for Learning Technology 8th International Conference, Oxford: Information Press.

Leask, M and Younie, S. (2001) ‘The European SchoolNet – an online educational resource providing ‘added European value’ to pupils’ learning’. Proceedings CAL 2001: Computer Assisted Learning, Learning across the ages – looking back and looking forwards, University of Warwick, 2-4 April, pp 213-215.

Leask, M and Younie, S. (2001) ‘Creating European Synergy: the European SchoolNet Multimedia Project’ in (eds) Hughes, M., Kennewell, S. and Longman, D. Association for Information Technology in Teacher Education Annual Conference. Proceedings Information Technology in Teacher Education, Annual Conference, Bristol, pp17-18.

Ebbrell, D and Younie, S. (2000) ‘Collaborative Re-Use of Educational Software: the Generation of a Multimedia Dataset to Support Student Learning’ in (eds) Wagner, E. and Szucs, A. Research and Innovation in Open and Distance Learning. Proceedings EDEN: European Distance Education Network, The First Research Workshop of EDEN, Prague, Czech Republic 15-16 March, pp.138-140.

Leask, M and Younie, S. (1999) ‘Characteristics of Effective On-Line communities for Teachers: Issues Emerging from Research’, in (eds) Szucs, A. and Wagner, A. Shifting Perspectives: The Changing Role and Position of Open and Distance Learning in School Level Education. Proceedings EDEN: European Distance Education Network, Third Open Classroom Conference, Technical University of Budapest, Hungary 25-26 March, pp192-198. (ISBN 963 420 5933)