Katherine F Mclay
Dados Biográficos
| ID | 761992 |
|---|---|
| NOME | Katherine F Mclay |
| PRENOMES | Katherine F |
| SOBRENOME | Mclay |
| ASSINATURA | MCLAY K F |
| AFILIAÇÕES | The University of Queensland |
| ORCID | 0000-0002-7111-5396 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Teacher relationships and social connectedness
Languages are increasingly marginalised in schools, as educational policies worldwide prioritise subjects such as Science, Technology, Engineering and Maths (STEM). As a consequence, many language teachers are isolated in their schools, teaching and representing a challenged and often embattled subject area. This paper develops a Framework of Teacher Social Connectedness that posits the need for beyond school ‘Third Places’ of professional develo…
The digital-intercultural-transdisciplinary nexus
Transdisciplinary problem-solving using digital technologies can further the internationalisation agenda within higher education through an inquiry-based collaborative online international exchange that is transformative and contributes real-world knowledge. Our study focused on a 12-week fully online programme bringing together undergraduates and postgraduates from a Hong Kong university and two Australian universities to research the well-being…
“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture
Teachers are simultaneously regarded as the most important influence on student learning and, paradoxically, as untrustworthy agents who can't be relied upon to deliver quality learning outcomes.Globally, this contested view of teaching is reflected in policies that limit teacher agency by prescribing how teaching will be conducted; for example, insisting on so-called evidence-based instructional models.Such policies also affect initial teacher e…
Beyond TPACK
The impact of parent mediation on young children's home digital literacy practices and learning
Informal digital learning of English (Idle)
As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and extracurricular varieties. Given the recent attention given to IDLE by Applied Linguists and language educators, t…
Embracing discomfort in active learning and technology-rich higher education settings
Preparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional ‘lecture-tutorial’ model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of cultivating twenty-first century skills in our students—first-year preservice teachers—through a pur…
Mundane matters
In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practi…
Blending Academic and Professional Learning in a University Course for Future E-learning Specialists
Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in “E-learning Psychology” designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To achieve an effective blend of learning contexts, students were monitored by academic and company tutors through an instant messaging app (W…
The Designing and Re-Designing of a Blended University Course Based on the Trialogical Learning Approach
To have a positive impact on students’ development of crucial skills, blended university courses need careful planning to fruitfully integrate learning settings as well as methodologies. The authors adopted Design-Based Research to design a blended university course based on the Trialogical Learning Approach, and then to redesign it according to the learning outputs and the overall learner’s experience. The first iteration of the course (a.y. 201…
Making ‘us’ visible
This article examines young people's sense of self and collective identity in relation to their use of specific digital tools available at their school. We use membership categorisation analysis ( MCA ) to explore how a group of young people produce a collective identity‐in‐interaction as captured in concrete relational speech acts. Fine‐grained MCA analysis of group interview talk reveals participant students operating as a collectivity to accom…
Identity and digital equity
This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future studen…
Geeks, gamers, and girls
The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by t…
Mundane matters
In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practi…
Geeks, gamers, and girls
The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by t…
Identity and digital equity
This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future studen…
Geeks, gamers, and girls
The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by t…
Making ‘us’ visible
This article examines young people's sense of self and collective identity in relation to their use of specific digital tools available at their school. We use membership categorisation analysis ( MCA ) to explore how a group of young people produce a collective identity‐in‐interaction as captured in concrete relational speech acts. Fine‐grained MCA analysis of group interview talk reveals participant students operating as a collectivity to accom…
Blending Academic and Professional Learning in a University Course for Future E-learning Specialists
Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in “E-learning Psychology” designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To achieve an effective blend of learning contexts, students were monitored by academic and company tutors through an instant messaging app (W…
The Designing and Re-Designing of a Blended University Course Based on the Trialogical Learning Approach
To have a positive impact on students’ development of crucial skills, blended university courses need careful planning to fruitfully integrate learning settings as well as methodologies. The authors adopted Design-Based Research to design a blended university course based on the Trialogical Learning Approach, and then to redesign it according to the learning outputs and the overall learner’s experience. The first iteration of the course (a.y. 201…
Informal digital learning of English (Idle)
As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and extracurricular varieties. Given the recent attention given to IDLE by Applied Linguists and language educators, t…
Embracing discomfort in active learning and technology-rich higher education settings
Preparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional ‘lecture-tutorial’ model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of cultivating twenty-first century skills in our students—first-year preservice teachers—through a pur…
Mundane matters
In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practi…
“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture
Teachers are simultaneously regarded as the most important influence on student learning and, paradoxically, as untrustworthy agents who can't be relied upon to deliver quality learning outcomes.Globally, this contested view of teaching is reflected in policies that limit teacher agency by prescribing how teaching will be conducted; for example, insisting on so-called evidence-based instructional models.Such policies also affect initial teacher e…
Beyond TPACK
The impact of parent mediation on young children's home digital literacy practices and learning
The digital-intercultural-transdisciplinary nexus
Transdisciplinary problem-solving using digital technologies can further the internationalisation agenda within higher education through an inquiry-based collaborative online international exchange that is transformative and contributes real-world knowledge. Our study focused on a 12-week fully online programme bringing together undergraduates and postgraduates from a Hong Kong university and two Australian universities to research the well-being…
Teacher relationships and social connectedness
Languages are increasingly marginalised in schools, as educational policies worldwide prioritise subjects such as Science, Technology, Engineering and Maths (STEM). As a consequence, many language teachers are isolated in their schools, teaching and representing a challenged and often embattled subject area. This paper develops a Framework of Teacher Social Connectedness that posits the need for beyond school ‘Third Places’ of professional develo…
Pedagogy (11 obras) · Computer Science (10 obras) · Psychology (10 obras) · Mathematics education (8 obras) · Sociology (8 obras) · Educational technology (6 obras) · Social science (4 obras) · Focus group (3 obras) · Innovative Teaching and Learning Methods (3 obras) · Online and Blended Learning (3 obras)