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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: 51Āž»­, 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: 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 ā€œappropriate theory of education for the mobile ageā€: ā€œWe are in an age of personal and technical mobility, where mobile devices, ā€¦ 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.ā€ (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 ā€˜proof-of-conceptā€™ 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: ā€˜mobile learningā€™; ā€˜m-learningā€™; ā€˜educationā€™; and ā€˜pedagogyā€™. 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 eā€“learning, has been preā€“ occupied with the practice of teaching online and the debate about whether being online is ā€˜as good asā€™ 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 teachersā€™ 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 ā€¢ understand what CPD opportunities are available to you now and be motivated to join relevant professional organisations; ā€¢ engage in the forms of continuing teacher education outlined in this chapter if you are not already using them; ā€¢ 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; ā€¢ develop an understanding about the opportunities to access research through quick and easily available routes; ā€¢ 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: ā€“ Supporting reading and writing with technology ā€“ Technology in the early yearsā€“ Developing e skills of parents ā€“ Use of Virtual Reality in learning ā€“ PedTech ā€“ 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 academicā€™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 oneā€™s doctoral thesis in particular drawing on the literature review chapter. OBJECTIVES This chapter introduces you to: Ā· Designing research for publication Ā· Planning a paper Ā· Which Journal? Choosing where to submit your paper Ā· Author guidelines Ā· Constructing a paper Ā· Checking and submitting a paper Ā· The editorial peer reviewing process Ā· Revising the paper Ā· Reviewing journal articles and joining an editorial board Ā· Starting a new journal

  • dc.title: Teacher Experiences and Practices in the Time of COVID-19 dc.contributor.author: Gentles, Carol Hordatt; Younie, Sarah; Leask, Marilyn; Caldwell, Helen dc.description.abstract: The concept of quality in teaching and how to accomplish it is a contested notion. This is because it is stakeholder, time, and context relative (OECD,2005). Despite growing recognition of the value of including teachersā€™ voices in dialogue about quality teaching (EI, 2019), research suggests that in many jurisdictions, teachersā€™ ideas are still marginalized and excluded from the process. The experiences and practices of teachers during the COVID-19 pandemic have changed how we think about the work of teachers and the quality of what they are able to offer. This strengthens the view that teachers are capable and competent to lead in determining what quality in teaching is. This chapter considers this proposition by highlighting research (ICET/ MESH, 2020) that documented the experiences of 400 teachers in 40 countries during the pandemic. The project sought to open spaces for understanding what happened when schools closed, leaving 63 million secondary and primary level teachers in 165 countries (UNESCO, 2020) to participate in mitigating loss of learning for 1.5 billion students worldwide. Using group interviews, 20 researchers from across the globe facilitated opportunities for teachers to share their experiences, emerging pedagogies, and challenges due to COVID-19. They also shared their recommendations for the roles of teachers and education in the future. The report suggests that in transitioning to online delivery and other creative ways of reaching students, teachers demonstrated their capacity to be innovative and to take ownership of accelerating changes in how they think and work. It also showed their willingness to change their mindsets ā€“ when they deemed necessary- about developing skills, knowledge, and competences for ways of teaching previously considered too difficult or problematic to implement. The chapter argues that examining how and why teachers rose to this challenge has implications for new ways of thinking about what quality in teaching means. This is a development that should not be ignored.

  • dc.title: Germ's Journey presentation at The Global PANEL Project, Univeristy of Cambridge dc.contributor.author: Crosby, Sapphire; Younie, Sarah; Laird, Katie

  • dc.title: Germā€™s Journey: A Fight Against Resistance, 2nd edn dc.contributor.author: Glover, Joseph; Laird, Katie; Younie, Sarah; Crosby, Sapphire dc.description.abstract: The team behind Bye-Bye Germs! and A Germā€™s Journey presents this brilliant new graphic novel. A Germā€™s Journey - A Fight Against Resistance offers the chance to be part of the Anti-Bio Squad, a team combatting antibiotic resistance. When a boy comes down with some mysterious symptoms, it's up to you to find the clues, catch the right criminal, fend off the bacteria, and prevent them from becoming resistant to all of your weapons (antibiotics). Along the way you will be helped by friends: Agent Max, his dynamic dog, team-mate Georgie, and The Doc However, it's you who decides what path this investigation follows. Do you have what it takes to succeed in the Fight Against Resistance and become a member of the Anti-Bio Squad? Dive into the microscopic world of germs and join Max and Georgie in the Anti-Bio Squad to help them take down the evil bacteria making people sick. In this pathfinder graphic novel, you control the story, you choose how to solve the case, and you help the team fight off the germs and save the day!

  • dc.title: A Germā€™s Journey: A Fight Against Resistance dc.contributor.author: Glover, Joseph; Laird, Katie; Younie, Sarah; Crosby, Sapphire dc.description.abstract: This is the moment youā€™ve been waiting for ever since you laid your eyes on that letter at your front door. The honour! Youā€™ve been selected above thousands of other applicants to get this position. A chance to experience more out of life; a chance to make a difference for everyone; a chance to be part of the team combatting antibiotic resistance. Today will be your first day as a trainee agent in the Anti-Bio Squad. The human body is under attack from evil germ villains and, using their henchmen, they are trying to plague everyone with their illnesses; varying from the common cold to more serious bacterial infections. They must be stopped. Itā€™s up to the Anti-Bio Squad to save the day and youā€™re going to help them. When a boy comes down with some mysterious symptoms, itā€™s up to you to find the clues, catch the right criminal, fend off the bacteria, and prevent them from becoming resistant to all of your weapons (antibiotics). Along the way you will be helped by friends: Agent Max, his dynamic dog, team-mate Georgie, and The D.O.C. However, itā€™s you who decides what path this investigation follows. Do you have what it takes to succeed in the Fight Against Resistance and become a member of the Anti-Bio Squad?

  • dc.title: Mission Micobe: Five-Step Quest dc.contributor.author: Crosby, Sapphire; Laird, Katie; Younie, Sarah dc.description.abstract: Mission Microbe: Five-Step Quest A teaching resources pack brought to you by Germā€™s JourneyĀ® These packs have been designed by infection prevention and teaching experts to provide valuable, free resources to educators working with children in KS1 and KS2.

 

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 51Āž»­ (£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 51Āž»­ (£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