Dr Young co-ordinates the Inclusive Education subjects in the Teacher Education program at UTS. Within this field Dr Young examines the use of technologies to support students with diverse abilities to achieve literacy, numeracy and communication outcomes.
As a member of the STEM Education Futures Research Centre, Dr Young is currently researching the use of mobile devices in secondary schools to support students' literacy development.
Dr Young is also investigating the effectiveness of various education models, including, the integration of occupational therapists in specialised school settings and the delivery of inclusive education teacher education subjects within a secondary school setting.
Dr Young is the UTS School of Education Research Co-Ordinator. This position is focussed on supporting the research activity of education researchers. In this role she is working toward increasing the visibility and accessibility of research conducted by education academics.
Dr Young is on the Executive Committee of the Australian Association for Special Education (NSW Chapter) and the Editorial Board of the Journal for Ethnographic and Qualitative Reserach.
Can supervise: YES
Technology to support students with diverse abilities achieve positive literacy, numeracy and communication outcomes.
Teacher Education embedded in schools
Transdisciplinary education models
Inclusive Education: K - 12
Inclusive Education: Literacy
Inclusive Education: Numeracy
Inclusive Education: Technology
Inclusive Education: Communication
Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the importance of consultation and engagement with adults with a disability and the families of children with disabilities, in meaningful ways, such as Q&A sessions, tutoring, presentations and involvement in local support groups. The research seeks to add teachers' voices to uncover potential ways for universities to enhance course delivery for pre-service teachers wishing to work in special education. Six key areas emerged as necessary for inclusion in special education teacher education programs, summarised by CO-CREATE (Consult, Observe, Collaborate, Resource, Evaluate, Analyse, Technology integration and Engagement).
Online friends are accumulated by sending virtual requests though online social networking sites. Once accepted friends have access to each other's online life, which includes some level of access to each other's entire online social network. The study presented in this paper sought to understand the connection between these online friends and offline relationships. Phase 1 data was collected using an online survey (N= 752). Analysis of survey data informed the design of Phase 2, where face-to-face sessions which incorporated semi-structured interviews and verbal protocols were conducted with 18 active Facebook users. Phase 2 participants were aged between 21-57 and provided broad insights into adult Facebook users' friendship experiences. Facebook users were overwhelmingly positive about their online activity but did highlight new friendship issues (such as 'de-friending') which have arisen as a direct result of accumulating and maintaining friends online.
This paper reports research that examined use of Facebook to (consciously or unconsciously)
create an online identity. An online survey (N=752) was conducted during Phase 1 of the
research. Results of Phase 1 informed Phase 2 where 18 active Facebook users (aged 21-57)
engaged in interviews and verbal protocols. The qualitative component is reported here to give
voice to active Facebook users and provide insights into the decisions that underpin their use of
the Facebook site. The tools used by participants to create an online identity (or make judgments
about others) are explored and include status updates, posting photographs and joining
groups/pages. Data revealed adult users successfully manage their online identity and provide
effective models for adolescents, particularly in relation to the management of diverse social
networks where social, family and professional lives merge online.
Young, KA & Russell, H 2013, 'Over Seventies' Perceptions of the Usefulness and Usability of Popular Technologies', Information Technology, Education and Society, vol. 14, no. 1, pp. 61-80.View/Download from: UTS OPUS or Publisher's site
Older people are often perceived to place limited value in the mastery of
popular technologies (such as mobile phones, digital cameras, the Internet,
and mp3 players). This paper questions such assumptions and explores
the experiences ofthose aged 70 plus years actively using a range
ofpopular technologies. The research reports the influences on participants'learning
to use technology. Findings are overwhelming positive
with participants appreciating the importance of popular technologies to
engage in social and leisure activities, communicate with family and
friends and remain engaged with society. Participants also report the
value oflearning to use new technologies for their own satisfaction and
sense of achievement.
Russell, H & Young, K 2012, 'Influences and experiences of using digital devices in later life', AUSTRALASIAN JOURNAL ON AGEING, vol. 31, pp. 49-49.
Young, K 2011, 'Social ties, social networks and the facebook experience', Australian Journal of Emerging Technologies and Society, vol. 9, no. 1, pp. 20-34.
This paper reports a study which investigated adult social activity on Facebook. The data was drawn from an online survey (N = 758) and 18 in-depth research sessions (semistructured interviews and verbal protocols). The research explored the function of Facebook in making contact, maintaining contact and facilitating extended contact with online friends and the concept of 'facestalking'. It also examined how the specific tools of Facebook (wall postings, status updates, events and photos) are used to communicate and socialise. The research concludes that Facebook strengthens existing friendships by supplementing traditional forms of communication (face to face, telephone). Also, participation in the Facebook community enables efficient and convenient contact to be maintained with a larger and more diverse group of acquaintances, thus extending potential social capital.
Young, KA 2011, 'Social Ties, Social Networks And The Facebook Experience', The International Journal of Emerging Technologies and Society, vol. 9, no. 1, pp. 20-34.View/Download from: UTS OPUS or Publisher's site
This paper reports a study which investigated adult social activity on Facebook. The data was drawn from an online survey (N = 758) and 18 in-depth research sessions (semistructured interviews and verbal protocols). The research explored the function of
This paper reports the findings of a survey conducted in Australia in 2007/08 that investigated the experiences of online social network users aged between 15-65 years. This research is underpinned by two socio-cultural theories of learning: Situated Cognition and Activity Theory, and has a particular emphasis on online identity creation. Both quantitative and qualitative data are reported on issues of privacy, relationship between online and offline friends, time spent engaged in online social networking activities, use of photographs and status features and positive and negative experiences associated with online social networking. The findings are then interpreted from a socio-cultural perspective of learning.
Young, KA 2008, 'Don't just look, listen: uncovering children's cognitive strategies during spelling-related activities', Education 3-13: the Professional Journal for Primary Education, vol. 36, no. 2, pp. 127-138.View/Download from: UTS OPUS
This paper reports on a study that used verbal protocols to uncover the cognitive strategies of children from Sydney, Australia, aged 8- to 9-years-old, when they were engaged in a range of word sorting and editing activities. The children's cognitive strategies have been analysed in terms of a developmental stage theory of spelling. The findings are contrasted with the skills and characteristics of competent spellers at each recognised stage of spelling development. The paper considers the orthographic knowledge and spelling strategies of children that are evident when they are asked to 'think aloud' about English words and contrasts this with what is (or is not) captured through the developmental stage theory of spelling. The article concludes with a discussion of implications for the findings on classroom practice.
Throughout history, the development and widespread use of new technologies has impacted human cognition and social structures. By integrating a range of cognitive and socio-cultural theories we are better able to understand the impact of technological tools, such as the Internet, on children in the context of their local and global communities. An integrated theoretical approach enables us to more comprehensively ascertain the potential of the Internet to significantly impact childrens cognitive processes and the larger social implications of this global phenomenon. This paper presents a small-scale exploratory study that, through the development of an Internet-mediated learning model, examines the skills and characteristics of young, competent Internet-users engaged in informal Internet activities. At present, there is much conjecture on the ways in which the Internet may affect learning and this paper describes an approach to research that could inform future data collection procedures and analysis in empirical studies.
Young, K 2007, 'Developmental stage theory of spelling: Analysis of consistency across four spelling-related activities', Australian Journal of Language and Literacy, vol. 11, no. 3.
Young, KA 2007, 'Developmental stage theory of spelling: analysis of consistency across four spelling-related activities', Australian Journal of Language and Literacy, vol. 30, no. 3, pp. 203-220.View/Download from: UTS OPUS
New theories continue to emerge to help us understand how children learn and how to effectively teach them. We must be mindful, however, of the value of previously developed and well-established theories. This paper presents findings from a study that investigated the consistency with which children perform within a given developmental stage of spelling. This study expands upon previous understanding of the developmental stage theory of spelling by examining childrens spelling consistency across a broad range of spelling related activities (word lists, natural writing samples, editing activities and word sorting activities). The findings of this study indicate that childrens orthographic knowledge aligns very consistently with their current stage of spelling development across a range of activities.
The Internet has evolved to its current form as a result ofuser-generated content and interactivity and this phenomenon must be more widely recognised informal education. This paperproposes that popular wehsites which are reflective ofhow society uses the Internet on a daily basis should provide the context for authentic and engaging online learning experiences. This position is established through the integration a/three socia-cultural views ojlearning: Situated Cognition, Distributed Cognition and Activity Theory. The integration ofthese three theories enables evaluation ofthe Internet as a mediating tool ofauthentic activity which is socially constructed and bound. The popular online auction site eBay is used to demonstrate the ideas raised throughout this paper.
Maher, D & Young, KA 2017, 'The Use of Mobile Devices to Support Young People with Disabilities' in Stavros, AV (ed), Advances in Communications and Media Research, Nova Science Publishers, New York, pp. 101-126.View/Download from: UTS OPUS
Young, KA 2013, 'Online and Internet Based Technologies: Social Networking' in Price, S, Jewitt, C & Brown, B (eds), The Sage Handbook of Digital Technology Research, Sage, Los Angeles, pp. 427-442.
Young, KA 2013, 'Researching Young People's Online Spaces' in Riele, KT & Brooks, R (eds), Negotiating Ethical Challenges in Youth Research, Routledge, New York, pp. 163-176.View/Download from: UTS OPUS
Young, KA 2012, 'Applying Multimodal Analysis to MySpace: An Instructional Framework to Develop Students' Digital Literacy Others' in Stavros, AV (ed), Advances in Communications and Media Research. Volume 8, Nova, Hauppauge, New York, pp. 203-218.
Kearney, MD, Young, KA & Prescott, AE 2009, 'Investigating Prospective Teachers as Learning Design Authors' in Lockyer, L, Bennett, S, Agostinho, S, Harper, B, Wollongong, UO & Australia (eds), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, IGI Global, Hershey, USA, pp. 263-281.View/Download from: UTS OPUS or Publisher's site
This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible `test-bed for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presente
Young, KA & Russell, H 2012, 'Influences and Experiences of Using Digital Devices in Laterlife', 45th Australian Association of Gerontology, Brisbane, Australia.
Young, KA 2012, 'Ethical Online Research', Assocation for Qualitative Research & Discourse, Power & Resistance Conference, Darwin, Australia.
Young, KA 2010, 'Online Social Networking: An educational tool for social development', International Conference on Information Communication Technologies in Education, Corfu, Greece.
Young, KA 2009, 'The Internet in Tertiary Education: A survey of students' Internet activity', Conference Proceedings of 21st Annual World Conference on Educational Multimedia, Hypermedia & Telecommunications, Educational Multimedia, Hypermedia & Telecommunications, Association for the Advancement of Computers, Honolulu, Hawaii, pp. 1-11.View/Download from: UTS OPUS
This paper presents the findings from a survey of 752 Australian University students and their families. The aim was to determine the extent to which individuals engaged in various Communication, Recreation, Information, Production and Transaction activities on the Internet. The results clearly identify the popularity of certain Communication and Information-seeking activities and the limited way many Production technologies have been embraced at this stage. Amongst other things, the data highlights Internet activities where age discrepancies exist and thus, identifies activities that may become second nature for future generations of University students, such as email and information-seeking have become to current generations.
Young, KA 2009, 'Applying Multimodal Analysis to Popular Websites to Develop Students' Digital Literacy', 17th International Conference on Computers in Education, Hong Kong.
Young, KA 2009, 'Identity creation and socialisation from the perspective of online social networkers', Association of Internet Researchers 9.0: Rethinking Community, Rethinking Place, Association of Internet Researchers 9.0: Rethinking Community, Rethinking Place, Assocation of Internet Researchers, Copenhagen, Denmark.
Young, KA 2008, 'Authentic Learning Using an Online Auction Site', 15th International Conference on Learning, CommonGround, Chicago, USA.
Kearney, MD & Young, KA 2007, 'An emerging learning design based on analogical reasoning', Proceedings of the 2nd International LAMS Conference 2007, International LAMS Conference, LAMS Foundation, Macquarie University, Sydney, pp. 51-61.View/Download from: UTS OPUS
This paper presents a beta version of a generic learning design based on analogical reasoning. The value of applying principles of analogical reasoning, informed by key literature, is explored. The need to work collaboratively, not only with field experts but also teachers themselves is also discussed. This relationship is evidenced through the contribution of pre-service teacher participants who took part in a recent study which focused on their experiences in designing and implementing a learning design based on well researched learning strategies. Participants chose to implement their own contextualised analogical reasoning online tasks in school-based learning environments and the crucial role of the teacher to facilitate learning of target concepts is highlighted.
Kearney, MD & Young, KA 2007, 'Pre-Service teachers' perceptions of LAMS as a teaching tool.', ICT: Providing choices for learners and learning. Proceedings of ASCILITE Singapore 2007, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Centre for Educational Development, Nanyang Technological University, Singapore, Centre for Educational Development, Nanyang Technological University,Singapore, pp. 490-499.View/Download from: UTS OPUS
This paper reports on one component of a recent study which examined pre-service teachers' use of the Learning Activity Management System (LAMS) to facilitate their professional learning. Over a period of two semesters, seventeen pre-service teachers took part in an in depth study of their professional development as a result of authoring a learning design and implementing it during their practicum. This paper reports on the pre-service teachers' perceptions of LAMS' useability, flexibility and potential for use in K-12 classrooms.
Kearney, M, Prescott, A & Young, K 2006, 'Investigating teachers authoring their own learning designs', ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education, p. 978.
The 'project in progress' is situated in pre-service education and investigates prospective teachers authoring and use of their own online learning designs. Secondary and primary pre-service teachers adopted exemplary, well-researched learning strategies to inform the design of their own specific online learning tasks. (Strategies included analogical reasoning; predict-observe-explain; and 'learners' questions' approach.) The teachers then used their online tasks in the context of their teaching practicum. The web-based Learning Activity Management System (LAMS) acted as a 'test-bed' and support for their designs and implementation. This poster will report on preliminary findings from the study, focusing on key issues relating to the student teachers' professional learning. Research questions addressed in this poster are: How does this authoring and implementation process help student teachers to 'build bridges' between theory and practice in their teaching degree? To what extent do they develop their knowledge of (online and face to face) teaching and learning? To what extent is their understanding of specific learning strategies enhanced?. © 2006 Kearney, M., Prescott, A., Young, K.
Young, KA 2006, 'The use of 'authentic' internet-mediated activity to uncover children's learning experiences', ACEC 2006, Australasian Computing Education Conference, ACEC, Cairns, Australia, pp. 1-8.View/Download from: UTS OPUS
The number of children and adolescents independently using the Internet for self-directed activities is continually increasing. If we are to understand the abilities and needs of future generations it is essential that we undertake exploratory studies of their informal use of this culturally valued cognitive tool. This paper describes a small study aimed at uncovering the characteristics of the young, competent Internet-user whilst engaged in activity reflective of their day-to-day use of this tool. The findings of this study are captured in a profile of the young, competent Internet-user. This profile acknowledges the broad range of socio-cultural understandings, tool-specific knowledge and cognitive skills evident during Internet-mediated activity.
Young, KA 2005, 'Considering the cognitive and social implications of children's internet use', Proceedings of the IADIS International Conference: Cognition and Exploratory Learning in Digitial Age, IADIS International Conference: Cognition and Exploratory Learning in Digitial Age, IADIS, Porto, Portugal, pp. 223-230.View/Download from: UTS OPUS
Young, KA 2004, 'Towards an integrated theoretical approach to examine learning within web-based environments', Proceedings of Ed-media 2004 world Conference on Educational Multimedia, Hypermedia and Telecommunications, Educational Multimedia, Hypermedia & Telecommunications, AACE, Lugano, Switzerland, pp. 2134-2139.View/Download from: UTS OPUS
Young, KA 2004, 'Building a profile of the young web-based learner', AARE International Education Research Conference, Australian Association for Research in Education, Australian Association for Research in Education, Melbourne, Australia.
Young, KA 2007, Investigating technology-mediated, project-based learning: case studies of four schools.
Young, KA 2005, 'Young, competent Internet Users: A theory based profile'.
Young, KA, 'The journey toward spelling success: a qualitative study into students' spelling consistency and cognitive processes'.
NSW Department of Education schools