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
2020
Book Chapter
Designing blended university courses for transaction from academic learning to professional competences
Ligorio, M. Beatrice, Amenduni, Francesca, Sansone, Nadia and McLay, Katherine (2020). Designing blended university courses for transaction from academic learning to professional competences. Cultural views on online learning in higher education: a seemingly borderless class. (pp. 67-86) edited by María Gabriela Di Gesú and María Fernanda González. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-030-63157-4_4
2019
Journal Article
Identity and digital equity: Reflections on a university educational technology course
McLay, Katherine Frances and Reyes, Vicente Chua (2019). Identity and digital equity: Reflections on a university educational technology course. Australasian Journal of Educational Technology, 35 (6), 15-29. doi: 10.14742/ajet.5552
2019
Journal Article
Problematising technology and teaching reforms: Australian and Singapore perspectives
McLay, Katherine Frances and Reyes Jr, Vicente Chua (2019). Problematising technology and teaching reforms: Australian and Singapore perspectives. International Journal of Comparative Education and Development, 21 (4), 277-294. doi: 10.1108/IJCED-10-2018-0045
2019
Journal Article
Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology
McLay, Katherine Frances and Renshaw, Peter David (2019). Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology. British Educational Research Journal, 46 (1) berj.3565, 44-57. doi: 10.1002/berj.3565
2019
Book Chapter
Triangulating identity, groups and objects: a university case
Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2019). Triangulating identity, groups and objects: a university case. The Routledge International Handbook of Research on Dialogic Education. (pp. 509-523) edited by Neil Mercer, Rupert Wegerif and Louis Major. Abingdon, Oxon, United Kingdom: Routledge Editor. doi: 10.4324/9780429441677-41
2018
Journal Article
The impact of video game intervention on reducing stress and enhancing language achievement and communication skills
Soyoof, Ali and McLay, Katherine Frances (2018). The impact of video game intervention on reducing stress and enhancing language achievement and communication skills. International Journal of Pedagogies and Learning, 14 (1), 45-58.
2018
Journal Article
The “friend of zone of proximal development” role: ePortfolios as boundary objects
Impedovo, M. A., Ligorio, M. B. and McLay, K. F. (2018). The “friend of zone of proximal development” role: ePortfolios as boundary objects. Journal of Computer Assisted Learning, 34 (6), 753-761. doi: 10.1111/jcal.12282
2018
Journal Article
Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis
McLay, Katherine F. (2018). Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. Discourse, 40 (6), 1-16. doi: 10.1080/01596306.2018.1457625
2017
Journal Article
iBecome: iPads as a tool for self-making
McLay, Katherine, Renshaw, Peter and Phillips, Louise Gweneth (2017). iBecome: iPads as a tool for self-making. International Journal of Educational Research, 84, 68-78. doi: 10.1016/j.ijer.2016.05.009
2016
Journal Article
Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice
D'Aprile, Gianvito , Racano, Margherita , Annese, Susanna and McLay, Katherine (2016). Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice. QWERTY - Open and Interdisciplinary Journal of Technology, Culture and Education, 11 (1), 44-62.
2016
Other Outputs
iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students
McLay, Katherine Frances (2016). iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2016.190
Funding
Past funding
Supervision
Availability
- Dr Kate McLay is:
- Not available for supervision
Supervision history
Current supervision
-
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
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
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
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
-
Master Philosophy
Philosophical Causes of Declining Writing Standards in Middle Schoolers
Associate Advisor
Other advisors: Dr Damon Thomas
-
Doctor Philosophy
WeChat-mediated Chinese EFL learners L2 identity construction during Covid-19 pandemic.
Associate Advisor
Other advisors: Dr Simone Smala
-
Doctor Philosophy
WeChat-mediated Chinese EFL learners L2 identity construction during Covid-19 pandemic.
Associate Advisor
Other advisors: Dr Simone Smala
-
Doctor Philosophy
Student Classroom Behavioural Issues in India and a digital health behaviour Management Intervention for Teachers
Associate Advisor
Other advisors: Dr Sisira Edirippulige
-
Doctor Philosophy
Dandiiri: First Nations thinking to enhance the Learning.
Associate Advisor
Other advisors: Associate Professor Marnee Shay, Dr Danielle Armour
-
Doctor Philosophy
An investigation of the impact of crisis-prompted online learning for refugee-background students
Associate Advisor
Other advisors: Dr Simone Smala
-
Doctor Philosophy
Do we learn differently from print and digital text?
Associate Advisor
Other advisors: Associate Professor Jason Lodge
-
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
-
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
Perezhivanie and literacy learning arising from childrens' interactions with the more than human world
Associate Advisor
Other advisors: Emeritus Professor Peter Renshaw
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
-
2024
Doctor Philosophy
Student Classroom Behavioural Issues in India and a digital health behaviour Management Intervention for Teachers
Associate Advisor
Other advisors: Dr Sisira Edirippulige
-
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
Media
Enquiries
Contact Dr Kate McLay directly for media enquiries about:
- English Curriculum
- Literacy
- Teacher Education
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