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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: 51Âț»­, The Gateway, Leicester, LE1 9BH

T: +44 (0)116 250 6341

E: syounie@dmu.ac.uk

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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


  • dc.title: Education England dc.contributor.author: Younie, Sarah; Hudson, Brian; Leask, Marilyn dc.description.abstract: The problem addressed in this chapter concerns the number of changes to the education system that have occurred, meaning that: Reforms to the English education system are unsustainable and have left it “unknowable” “unmanageable” and in its current form “unfixable”. . . These problems may be invisible to policy makers. (Whalley and Greenway, Chapter 5) British society is at a cross-roads. At the time of writing it is uncertain whether the ‘United Kingdom’ will survive because of the BREXIT divisions. Independence movements in Northern Ireland, Wales and Scotland are growing. The ‘post-war’ cross-party consensus on how to run our parliamentary democracy and the shared vision of achieving a meritocratic society through free education to degree level, free healthcare at the time of need and high quality council housing for those on low incomes and legal aid to allow citizens redress through the courts, has been shattered. The heavily cross-referenced Wikipedia entry1 on the United Kingdom’s Austerity Programme starting in 2010 makes grim reading with references to over a quarter of a million early deaths2 and with financial cutbacks principally affecting the living standards of disabled people, children, women and particularly women of colour. This is mentioned here as many teachers work in the poorer communities which have felt the burden of cutbacks acutely. Class divisions and wealth Education England inequalities are sharp and a rising tide of discontent has been provoked through policies such as tuition fees, elitism entrenched through spurious league tables of schools and universities, privatisation of council housing and policies which have led to charitable food banks becoming widespread. There is widespread dissatisfaction with the provision of education, from 0–18 years, with concerns being expressed by all political and professional stakeholders apart from the government in office. In June 2019 the Public Accounts Committee identified the Department for Education as topping a list of “concern”. In her Annual Report to Parliament, Committee Chair, Meg Hillier MP, highlighted the “lack of grip” over the academies’ system, a lack of transparency and the DfE and Ofsted’s failure to “take up the baton” over funding squeezes. (Whalley and Greenway, Chapter 5). The Confederation of British Industries say the curriculum is too narrow (CBI, 2010a, 2010b, 2012), Teacher recruitment goals are not met by the DFE and retention is poor; their own research shows over 20% of new teachers leave the profession within the first two years of teaching, and 33% leave within their first five years (DFE, 2019). An education system that is described as “unknowable”, “unmanageable” and in its current form “unfixable” (Whalley and Greenway, Chapter 5) cannot be called a system. The chaos that has ensued from a plethora of radical reforms in England since 2010 has led to this book in which the intention is to support better policy making by making explicit the options that policy makers face and the potential positive and negative consequences of their choices (see Chapter 20). In this chapter we examine a way out of the chaos in the current English education system.

  • dc.title: CPD, knowledge services and research dc.contributor.author: Younie, Sarah; Leask, Marilyn; Audain, Jon; Preston, Christina; Procter, Richard dc.description.abstract: Teachers CPD – an international problem The absence of a strong publicly stated knowledge base allows the misconception to continue that any smart person can teach. (Fullan, 1993 p. 111) There is the need to strengthen the connection between teachers’ practice and educational research, whereby the latter informs professional practice. This requires the development of a coherent strategy for teachers to engage with educational research, which can be achieved through teachers’ continuing professional development. This argument has been reinforced by recommendations in an OECD (Organisation for Economic Cooperation and Development) examination of educational R&D in England (OECD, 2002) and internationally (OECD, 2009). According to OECD TALIS research (2009), no country has a good solution for the provision of up-to-date continuing professional development (CPD) for teachers. For the purposes of this chapter we identify four main purposes of CPD: 1 CPD initiated by government for whole sector change 2 CPD provided by subject associations 3 CPD initiated by schools for within school change and 4 CPD self-directed: initiated by the individual teacher for personal professional development.

  • dc.title: Policy options and consequences dc.contributor.author: Younie, Sarah; Leask, Marilyn; Hudson, Brian dc.description.abstract: Education systems provide the foundations for the future wellbeing of every society. In addition, teaching is the one profession that makes all other professions possible. The rhetoric that there is a simple solution to ensuring a national education service and system that delivers a world-class education for all is entrancing. Younie and Leask (2019a) The international context for this book is the ongoing preoccupation of governments to improve their education systems and the lack of publications on education system design, as mentioned in the preface. Internationally, UNESCO’s new Sustainable Development Goals challenge developed and developing countries to provide high-quality education for all children by 2030. Additionally, international measurements of the effectiveness of school education systems such as the OECD, PISA and TIMSS benchmarks have created a highly competitive environment between the countries involved. There is a danger that such measures, which are naturally limited in scope, lead to unintended consequences as politicians opt to adopt quick fixes so that they are seen by the electorate to be improving the country’s place in the international league tables. It is important to guard against this. This book suggests an education system be viewed as an ecosystem with interdependencies between many different components needing to be considered when change is contemplated. This will lead to a more in-depth and nuanced understanding of the complexity when developing education policy. England, a cautionary tale: England is used as a case study in a number of chapters as it presents a system which has become an extreme outlier among developed nations. The context for England is that many of the initiatives and changes introduced by the current government are considered not to be working by Parliament’s own regulatory bodies. In England, the education system was opened up to a free market early in the 21st century, and chaos of provision has ensued together with a crisis of teacher recruitment and retention (DfE, 2019b). This has led to a parental and political backlash and the main opposition party, the Labour Party, promoting the concept of a National Education Service as the model for the system of the future. This is an extreme example of a society going around in circles. In 1833, the MP for Wigan brought the first documented proposals before Parliament to establish a National Education Service. Many subsequent Education Acts made significant changes to the service only to have the changes swept away by the next government (see Chapter 5). This adversarial approach has wasted resources and challenges the notion of a democracy being a system where Parliament and Government work for all the people.

  • dc.title: Education in emergencies dc.contributor.author: Younie, Sarah; Leask, Marilyn; Hall, Stephen dc.description.abstract: Closing of schools had different consequences for different stakeholders – parents, teachers, pupils – and brought into sharp relief inequalities in societies: children who had personal internet connected devices were able to continue their education at home where their teachers moved swiftly to teaching online. Other children from poorer families or with special needs simply missed out (UNESCO 2020), or were disadvantaged through inequalities in provision. This chapter provides an analysis of early lessons emerging from this situation of a global pandemic – the most significant of which was, how well prepared was the schooling system for times of crisis and managing continuity of learning when school closures, the need for which was anticipated in national and international pandemic planning (WHO 2005), were called for? We argue that such planning is an essential prerequisite for robust education system design particularly, given that virologists predict that epidemics and pandemics will continue to occur periodically as new viruses emerge: recent examples being Ebola, SARS, MERS, Swine Flu, measles and HIV. Pandemic planning is one of the responsibilities of governments, and guidance from WHO (2005) and the European Commission (ECDC 2006; EC 2009a, 2009b; NZ 2011, 2020), referenced in what follows, outlines good practice. Planning for the continuance of education is recommended as one element of national plans with consideration of interdependencies between sectors being essential in pandemic planning. As an example of a failure to plan for a pandemic appropriately, in England, education pandemic plans had not been updated for over a decade (DES 2006; DCSF 2008). The outdated plans were not fit for new structures in the education sector, following a change of government in 2010, which led to the diminishing of local education authorities. In addition, in 2010 all the government funded (for England) online educational resources – lesson plans, resources and teaching advice – had been mothballed by the incoming government (Blamires 2015; Younie and Leask 2019).

  • dc.title: Developing your vision dc.contributor.author: Hudson, Brian; Leask, Marilyn; Younie, Sarah dc.description.abstract: Chapter 3 has been designed to help you to clarify the principles which follow from your values. Through this chapter we explore choices and potential consequences of your choices. The intention of these chapters is to challenge you to be explicit about the values and priorities which underpin your choices. National leadership is a challenging task – there are competing priorities, diverse viewpoints to be reconciled, resource allocation decisions to be made. It can be easy within the day-to-day pressures of the political environment to lose sight of the fact that decisions taken at the national leadership level embody the values that will educate the citizens responsible for the society of tomorrow. Consider Kerslake’s analysis here: In his introduction to the UK2070 Commission Report (2019), Lord Kerslake asserts that deep-rooted regional inequalities across the UK demand “long term thinking and a special economic plan to tackle them”. The report concludes that inequalities are exacerbated by “underpowered ‘pea-shooter’ and ‘sticking-plaster’ policies”. A case is made for future policy to be “structural, generational, interlocking and at scale”. Within advanced economies poverty and inequality have emerged as political flash points (G-7 summit, Biarritz, 2019). We start this chapter with three premises with which may or may not fit with your values: ‱ that a nation’s education service provides the foundation for development of a society: that a government creates, shapes or denies, opportunities for society’s development, economic prosperity and citizens’ wellbeing through its leader ship of the national education service ‱ that civil unrest is a threat to democracies as governments rule by popular mandate and that the chance of civil unrest can be minimised through an education service overtly supporting values of community and social cohesion, tolerance of difference and advancement on merit ‱ that high quality motivated teachers are the single most important factor in improving educational outcomes and that system stability with managed change, innovative CPD using 21st century technologies together with stake holder consensus is most likely to achieve this. For the UK, the BREXIT issues divided society. A new focus on education, based on explicit shared values focused on shaping the society of tomorrow, may bring the opportunity to energise communities and bring them together. Other fractured societies may consider how consultation on the values and principles for a national education system and service could help overcome similar challenges.

  • dc.title: A Critical Review of Emerging Pedagogical Perspectives on Mobile Learning dc.contributor.author: Longman, David; Younie, Sarah dc.description.abstract: In recent years, a significant level of interest has developed in the potential of mobile devices such as tablets and smartphones for learning. Mobile learning is an approach that aims to exploit the particular features and characteristics of portable, personal computational devices for pedagogical purposes. This chapter outlines a critique of some current thinking about mobile learning as a contribution to an “appropriate theory of education for the mobile age”: “We are in an age of personal and technical mobility, where mobile devices, 
 are carried everywhere. We have the opportunity to design learning differently: linking people in real and virtual worlds, creating learning communities between people on the move, providing expertise on demand, and supporting a lifetime of learning. In order to understand how people learn through a mobile, pervasive and lifelong interaction with technology, we need to understand the implications of learning with mobile technology and build an appropriate theory of education for the mobile age.” (Sharples. et al 2009) This critical review of the literature analyses some of the pedagogical claims underlying mobile learning and argues that expectations are not based on robust foundations of theory or experiment. Mobile educational technology and associated mobile learning practices are a dynamic domain of constant change, enlivened by developments of new devices, services and software and, alongside possible benefits, streams of significant social and educational dilemmas. This is the challenge for mobile learning and the aim to describe and develop sustainable, well-integrated pedagogical practices and theoretical foundations that exploit the potential of mobile technology for educational goals. The peer-reviewed literature included in this chapter covers the period up to 2017 and is rich with ‘proof-of-concept’ educational activities that demonstrate aspects of practical viability but do not yet provide a foundation on which to build a systemic pedagogy because there is little evidence of systematic benefits or repeatable outcomes, either positive or negative, for the educational role of mobile educational technology. For this chapter peer-reviewed articles were selectively retrieved using broad keywords: ‘mobile learning’; ‘m-learning’; ‘education’; and ‘pedagogy’. Keywords: mobile learning; research review; pedagogy; educational technology.

  • dc.title: Learning Alone or Learning Together? How Can Teachers Use Online Technologies to Innovate Pedagogy? dc.contributor.author: Preston, Christina; Younie, Sarah; Hramiak, Alison dc.description.abstract: Much discussion of online learning, or e–learning, has been pre– occupied with the practice of teaching online and the debate about whether being online is ‘as good as’ direct face-to-face teaching. The authors contributing to this paper, members of the MirandaNet Fellowship professional community of practice, describe an incubation period since 1992 through which they trace the emergence of new teaching and learning theories and practices based on their varied elearning projects. We outline the development of theory and practice that and under five headings: technologies for knowledge sharing; pedagogical theories underpinning collaborative online learning; roles for communities of practice (CoP) members in online debates; the impact of MOOCs on elearning; and, the role of MOOCs in schools. A key conclusion looking across all the findings is that professional collaboration and knowledge sharing is powerfully supported when the teachers, as learners, belong to a community of practice. Keywords: MOOCs, COOCs, SPOCs, professional development, elearning,virtual learning platforms, learning theory, pedagogy

  • dc.title: Using digital technologies to support continuing professional development dc.contributor.author: Preston, Christina; Younie, Sarah dc.description.abstract: This chapter outlines different forms of teacher Continuing Professional Development (CPD) that you may have access to and introduces ways that digital technologies can be used to support you to develop your professional knowledge. We consider a range of strategies for supporting your learning as it is your responsibility, as a teacher, to keep your professional knowledge and practice up to date. While digital technologies can be used to support teachers’ continuing professional development (CPD), teachers also need CPD in how to use and appropriate digital technologies for their own pedagogic practice. The previous chapters in this book focus on your pedagogic practice. In this chapter we focus on the use of digital technologies to support your CPD. Objectives At the end of this chapter you should be able to ‱ understand what CPD opportunities are available to you now and be motivated to join relevant professional organisations; ‱ engage in the forms of continuing teacher education outlined in this chapter if you are not already using them; ‱ set up your own regional, local or school based organisations where you can share your experience and knowledge with a view to growing collaborative professional development; ‱ develop an understanding about the opportunities to access research through quick and easily available routes; ‱ understand how to deploy relevant digital technologies to improve your own professional practice.

  • dc.title: Teaching and Learning with Technologies in the Primary School dc.contributor.author: Leask, Marilyn; Younie, Sarah dc.description.abstract: This fully updated third edition of Teaching and Learning with Technologies in the Primary School introduces practising and student teachers to the range of ways in which technology can be used to support and extend teaching and learning opportunities in their classrooms. Newly expanded to include 50% brand new chapters reflecting the abundant changes in the field since the last edition was published, it offers practical guidance underpinned by the latest research and teaching in the field. The authors draw on the extensive experience of educators in Australia, England, Ireland, Scotland, South Africa, the U.S.A. and Wales to provide local, national and international examples of the application of digital technologies to teaching and learning across the primary curriculum. Illustrated throughout with case studies and examples together with a glossary explaining key terms, chapters focus on how technology based practices can support the teaching of individual subjects, as well as a range of teaching and learning styles. Key and new topics covered include: – Supporting reading and writing with technology – Technology in the early years– Developing e skills of parents – Use of Virtual Reality in learning – PedTech – Resilience in the digital world Written for all training primary teachers, as well as more experienced teachers and technology co-ordinators looking for guidance on the latest innovative practice, Teaching and Learning with Technologies in the Primary School, 3rd edition, offers advice and ideas for creative, engaging and successful teaching and learning. dc.description: SDG4

  • dc.title: Writing academic articles for publication and developing your academic profile dc.contributor.author: Younie, Sarah dc.description.abstract: This chapter addresses the writing of academic journal papers for publication, as developing a profile through a body of written work is part of developing a career pathway to professorship. Part of building your profile involves writing different types of publications, from practitioner informed articles through to double-blind peer reviewed academic journal papers. The latter maintains the highest academic prestige due to the quality assurance process of having a minimum of two reviewer's assess the quality of the paper. The review is undertaken anonymously in order to minimise any bias with respect to reviewers knowing the author. Professors usually are on editorial boards of journals and have experience reviewing papers for publication. The chapter outlines the different stages of this process and systematically covers; designing research for publication, planning the paper, constructing the paper, checking and submitting the paper and revising the paper; each of which forms a separate phase. Each stage requires you to dedicate time to undertake the work, and that can be challenging with respect to your academic workload. Writing will be on top of an academic’s day job with respect to planning and delivering teaching, conducting research and completing administration associated with each of these roles. Given that peer reviewed journal articles are considered to be the gold standard in academia, this chapter focuses on how to write papers for journal publication and the guidance outlined in this chapter assumes that your writing is for a journal paper based on research, development or evaluation that you are involved in. Whilst material based on undertaking literature reviews or purely theoretical developments does get published in refereed journals, those types of papers are not reporting on original empirical research. That said, it's worth pointing out that such papers, like systematic reviews, can be undertaken without funding and can draw on previous work undertaken for one’s doctoral thesis in particular drawing on the literature review chapter. OBJECTIVES This chapter introduces you to: · Designing research for publication · Planning a paper · Which Journal? Choosing where to submit your paper · Author guidelines · Constructing a paper · Checking and submitting a paper · The editorial peer reviewing process · Revising the paper · Reviewing journal articles and joining an editorial board · Starting a new journal

 

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 51Âț»­ (£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 51Âț»­ (£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)

Sarah Younie resized