Overview
Background
My research explores the interconnections among education, technology, societal dynamics, and policy. It delves into critical inquiries that expand understandings of teaching and learning as not merely intellectual pursuits but also entailing social nuances, emotional depth, relational intricacies, and ideological identities. My research places a spotlight on diverse learning ecosystems ranging from traditional classrooms in secondary schools and universities, to digital learning environments. I draw on a family of sociocultural theories, including Vygotsky and Bakhtin, to illuminate the experience of being both a teacher and a student as complex, relational and deeply human.
Availability
- Dr Kate McLay is:
- Not available for supervision
- Media expert
Qualifications
- Bachelor of Arts, The University of Queensland
- Postgraduate Diploma, The University of Queensland
- Bachelor of Educational Studies, The University of Queensland
- Doctor of Philosophy, The University of Queensland
Works
Search Professor Kate McLay’s works on UQ eSpace
2025
Journal Article
Teacher relationships and social connectedness
Smala, Simone, McLay, Katherine and Gillies, Robyn M. (2025). Teacher relationships and social connectedness. Teachers and Teaching, ahead-of-print (ahead-of-print), 1-24. doi: 10.1080/13540602.2025.2494036
2025
Journal Article
The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary education
Tsao, Jack, Alhadad, Sakinah, Heinrichs, Danielle, Abdul Hameed, Suraiya and McLay, Katherine (2025). The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary education. Australasian Journal of Educational Technology, 41 (1), 27-41. doi: 10.14742/ajet.9620
2025
Book
Shaping school success: empowering educational leaders
Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth, Armour, Danielle, McLay, Katherine, Abdul Hameed, Suraiya, Beencke, Andrew, Lee, Richard, Rueda Balaguera, Laura and Ocriciano, Michelle (2025). Shaping school success: empowering educational leaders. London, United Kingdom: Routledge. doi: 10.4324/9781032666839
2024
Journal Article
Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning
McLay, Katherine Frances and Reyes, Vicente Chua (2024). Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning. Journal of Computer Assisted Learning, 40 (6), 3201-3214. doi: 10.1111/jcal.13055
2024
Journal Article
Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies
Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 25 (5), 1-22. doi: 10.1080/14623943.2024.2372882
2024
Journal Article
“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
McLay, Katherine Frances and Renshaw, Peter David (2024). “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. Asia-Pacific Journal of Teacher Education, 52 (3), 350-365. doi: 10.1080/1359866x.2024.2330081
2024
Journal Article
The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review
Soyoof, Ali, Reynolds, Barry Lee, Neumann, Michelle, Scull, Janet, Tour, Ekaterina and McLay, Katherine (2024). The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review. Journal of Computer Assisted Learning, 40 (1), 65-88. doi: 10.1111/jcal.12866
2024
Journal Article
Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds
Heinrichs, Danielle H., Hameed, Suraiya, Tsao, Jack, McLay, Katherine, Nguyen, Huong and Alhadad, Sakinah (2024). Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds. Critical Studies in Education, 65 (3), 235-255. doi: 10.1080/17508487.2023.2252469
2024
Journal Article
Bridging corporate social responsibility and affective organizational commitment: the moderated mediation effect of organizational identification and sense of community
D'aprile, Gianvito, Talò, Cosimo and McLay, Katherine (2024). Bridging corporate social responsibility and affective organizational commitment: the moderated mediation effect of organizational identification and sense of community. Community Psychology in Global Perspective., 10 (2), 71-93. doi: 10.1285/i24212113v10i2-2p71
2024
Other Outputs
Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions
Stahl, Garth, Fairbairn, Kirsten, McLay, Kate, MacMahon, Stephanie, Matthews, Kelly, Noble, Christy, Sale, Martin, Mandrusiak, Allison, Findlay, Wendy and Zafar, Sobia (2024). Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions. St Lucia, QLD Australia: The University of Queensland. doi: 10.14264/64a9021
2023
Other Outputs
Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5
Kubler, M., McLay, K. and Johnstone, M. (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5. Brisbane, QLD, Australia: University of Queensland.
2023
Other Outputs
Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4
Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4. Brisbane, QLD, Australia: Institute for Social Sciences.
2023
Other Outputs
Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3
Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3. Brisbane, QLD Australia: The University of Queensland.
2023
Journal Article
Massive online multiplayer games as an environment for English learning among Iranian EFL students
Soyoof, Ali, Reynolds, Barry Lee, Chan, Kan Kan, Tseng, Wen-Ta and McLay, Kate (2023). Massive online multiplayer games as an environment for English learning among Iranian EFL students. Computer Assisted Language Learning, 38 (1-2), 128-171. doi: 10.1080/09588221.2023.2171065
2023
Journal Article
Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry
McLay, Katherine Frances, Thomasse, Lauren and Reyes, Vicente Chua (2023). Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry. Educational Technology Research and Development, 71 (3), 1-17. doi: 10.1007/s11423-023-10192-6
2022
Other Outputs
Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2
Kubler, Matthias, Johnstone, Melissa and McLay, Kate (2022). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2. Brisbane, QLD Australia: The University of Queensland.
2022
Journal Article
Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach
Annese, Susanna , Amenduni, Francesca , Candido, Vito , McLay, Katherine Francis and Ligorio, Maria Beatrice (2022). Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach. Frontiers in Psychology, 12 799456, 799456. doi: 10.3389/fpsyg.2021.799456
2022
Book Chapter
A blended model for higher education
Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2022). A blended model for higher education. International handbook of psychology learning and teaching. (pp. 1-24) edited by Joerg Zumbach, Douglas Bernstein, Susanne Narciss and Giuseppina Marsico. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-26248-8_65-3
2022
Book Chapter
Inclusive language education and digital games : a literature review and EFL students' perceptions
Soyoof, Ali, Vazquez-Calvo, Boris and McLay, Katherine Frances (2022). Inclusive language education and digital games : a literature review and EFL students' perceptions. Research anthology on developments in gamification and game-based learning. (pp. 1920-1937) edited by Information Resources Management Association. Hershey, PA USA: IGI Global. doi: 10.4018/978-1-6684-3710-0.ch092
2021
Journal Article
The designing and re-designing of a blended university course based on the trialogical learning approach
Sansone, Nadia, Cesareni, Donatella, Bortolotti, Ilaria and McLay, Katherine Frances (2021). The designing and re-designing of a blended university course based on the trialogical learning approach. Education Sciences, 11 (10) 591, 591. doi: 10.3390/educsci11100591
Funding
Past funding
Supervision
Availability
- Dr Kate McLay is:
- Not available for supervision
Supervision history
Current supervision
-
Doctor Philosophy
Recontextualizing the Internationalization of the Curriculum at Home in Vietnam Higher Education: An Action Research Project
Principal Advisor
Other advisors: Dr Stephen Heimans
-
Doctor Philosophy
Literature in English Teaching in Indonesia; The Implementation and Practice in Schools, English Literature, and English Education Study Programs and Its Role in Job Opportunities
Principal Advisor
Other advisors: Dr Simone Smala
-
Doctor Philosophy
Do we learn differently from print and digital text?
Associate Advisor
Other advisors: Professor Jason Lodge
-
Doctor Philosophy
Navigating identity, belonging, and direction: mapping the educational journeys of adult migrant English learners from their homelands to Australia
Associate Advisor
Other advisors: Dr Simone Smala
-
Doctor Philosophy
Conceptualising Co-design with Aboriginal and Torres Strait Islander Young Peoples in the Context of Australian English Education
Associate Advisor
Other advisors: Associate Professor Marnee Shay
-
Doctor Philosophy
WeChat-mediated Chinese EFL learners L2 identity construction during Covid-19 pandemic.
Associate Advisor
Other advisors: Dr Simone Smala
-
Master Philosophy
Philosophical Causes of Declining Writing Standards in Middle Schoolers
Associate Advisor
Other advisors: Dr Damon Thomas
-
Doctor Philosophy
Dandiiri: First Nations thinking to enhance the Learning.
Associate Advisor
Other advisors: Associate Professor Marnee Shay, Dr Danielle Armour
-
Doctor Philosophy
Using picture books to foster children's intercultural understanding
Associate Advisor
Other advisors: Dr Damon Thomas
Completed supervision
-
2022
Doctor Philosophy
Reconceptualising the Unified Theory for Acceptance and Use of Technology (UTAUT2): Factors influencing academics; behavioural intention to deploy Cloud apps in Saudi Arabia
Principal Advisor
Other advisors: Dr Vicente Reyes
-
2025
Doctor Philosophy
Stepping into love through soperezhivanie: An investigation of children's co-experiences with human and more-than-human others
Associate Advisor
Other advisors: Emeritus Professor Peter Renshaw
-
2025
Doctor Philosophy
Critical Literacy Education in Papua New Guinea: Investigating Challenges in Preservice Teacher Education in the 21st Century
Associate Advisor
Other advisors: Dr Garth Stahl, Professor Rhonda Faragher
-
2024
Doctor Philosophy
Teacher Advocacy and People Seeking Asylum
Associate Advisor
Other advisors: Dr Stephen Heimans
-
2023
Doctor Philosophy
Teachers' Empowering Narratives of Technology Integration for Pedagogical Change
Associate Advisor
Other advisors: Emeritus Professor Peter Renshaw
-
2022
Doctor Philosophy
Enhancing parent engagement in secondary school: An investigation of agency, dialogic learning, and intersubjectivity using Bronfenbrenner and Bakhtin frameworks.
Associate Advisor
Other advisors: Associate Professor Jenny Povey
-
Doctor Philosophy
Student Classroom Behavioural Issues in India and a digital health behaviour Management Intervention for Teachers
Associate Advisor
Other advisors: Dr Sisira Edirippulige
Media
Enquiries
Contact Dr Kate McLay directly for media enquiries about:
- English Curriculum
- Literacy
- Teacher Education
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