Mrs Katrina Foy

Biography

I am a Lecturer in the School of Education at the University of Aberdeen (2014–present), where I contribute to Initial Teacher Education programmes through course leadership, placement coordination and curriculum development. I am also the Literacy Coordinator for the School of Education and bring extensive experience in early years education, having taught and led in primary schools for two decades before moving into higher education. 

I have published  peer-reviewed papers on digital pedagogy, covering areas such as digital games-based learning in history education, the use of hybrid technologies in memory and dementia awareness, and the shifting identities of teachers and students during the COVID-19 pandemic. My current research brings these strands together through a posthumanist and Deleuzian lens, drawing on concepts such as assemblage, intra-action and flat ontology to reimagine contemporary educational practices.

I gained my Masters in Education (Distinction) in 2018, with a focus on games-based learning. Prior to my current role, I was a Depute Headteacher (2008–2015), a Chartered Teacher (2002–2016) and a Class Teacher (1995–2002). I originally studied archaeology at the University of Glasgow (MA Hons, 1988–1992) and worked as a research archaeologist with the University of Maine, Tempus Repartum (Oxford) and Aberdeen City Council (1992–1995), before completing a PGCE (Primary) at Northern College, Aberdeen (1995–1996).

Prizes and Awards

Aberdeen University Excellence Award (2025) – Mental Health Champion

 for outstanding commitment to supporting student wellbeing.

Research Overview

My research centres on digital pedagogy and how technologies, practices and ideas come together to shape teaching and learning. This has been explored in my PhD by Publication, which draws on posthumanist and Deleuzian perspectives to re-examine a series of studies through concepts such as assemblage, intra-action and flat ontology.

Within this broad frame, I have a particular interest in Digital Games-Based Learning (DGBL), especially in history and social studies education. My work has examined how games can open up new ways of engaging with the past, while also providing insights into collaboration, enquiry and motivation in the classroom.

I also research the entanglement of technology and learning, with a focus on how digital tools—from interactive platforms to video capture systems—reshape professional practice and pedagogy. This includes investigating video commentary and capture in teacher education, where technologies of observation and reflection create new dynamics between tutors, student teachers and placement schools.

Methodologically, I am drawn to Design-Based Research (DBR) and other practice-centred approaches that allow innovation to be tested and refined in authentic settings. These sit alongside my use of posthumanist and diffractive methodologies, which open up different ways of reading data, theory and practice together.

My earlier and continuing research in literacy education examines phonics, reading fluency and the role of dialogue in learning, informed by my professional experience as a primary teacher and school leader.

These strands, together with my research on digital pedagogy, reflect an ongoing interest in how curriculum, technology and professional practice intersect to shape contemporary education.

Teaching Responsibilities

I teach across a range of undergraduate and postgraduate programmes in the School of Education. On the MA (Education) I contribute to courses in Literacy, Professional Enquiry and School Experience, and I also lecture in literacy and work as a tutor with PGDE students. Within the BA Childhood Practice, I am course coordinator for ED2014, ED2520, ED2035 and ED2507, which are delivered online, and I coordinate the ED50P9 Masters course in Language Development from Birth to 8.

My teaching is shaped by my background as a primary teacher and leader, as well as my research into digital pedagogy and literacy. I place a strong emphasis on relationships and collaboration, creating learning environments where students feel supported, engaged and able to share their experiences. I see teaching as a partnership, where ideas are developed together and professional growth is rooted in reflective and dialogic practice.

Non-course Teaching Responsibilities

• Senior Personal Tutor, School of Education – supporting student wellbeing, progression and academic development

• Inclusion Coordinator, School of Education – promoting inclusive practice across programmes

• Line Manager for academic and professional services staff

• Positive Outcomes Coordinator – working to enhance student retention, engagement and success