Youth-Led Experiential Research by First Year Undergraduates: Investigations into Youth, Technology, and Society

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The Journal of Technology-Integrated Lessons and Teaching Volume 4, Issue 2 (2025).
Lesson PDF Lesson DOCX Ripped From Headlines Assessment Rubrics Assignment Description Research Pitch Asset Mapping Team Contract NoodleTools Setup Pay Attention & Write Research Questions Project Focus Research Plan NoodleTools Citations Research Ethics Consent Template University Writing Writing Guide Data Analysis Research Report Template
Published: Dec 11, 2025
DOI: https://doi.org/10.13001/jtilt.v4i2.9687
Keywords:
youth-led research, information and media literacy, Academic writing and speaking

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Joan E. Hughes
The University of Texas at Austin
https://orcid.org/0000-0002-9634-8890
Anna R. Oliveri
Salve Regina University
https://orcid.org/0000-0001-6315-9535
Michelle Read
Southern California University of Health Sciences
https://orcid.org/0009-0004-2789-6203

Abstract

This unit positions first-year undergraduates as youth researchers who investigate technology in youth society. The learners are guided through five phases of research inquiry: ideation, focusing in, planning, doing, and sharing. Throughout the process, learners develop presentation, library research, data collection and analysis, and writing skills through digital scaffolds (see Materials). Students share their results orally and within an APA-style research report.

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How to Cite
Hughes, J. E., Oliveri, A. R., & Read, M. (2025). Youth-Led Experiential Research by First Year Undergraduates: Investigations into Youth, Technology, and Society. Journal of Technology-Integrated Lessons and Teaching, 4(2), 63–80. https://doi.org/10.13001/jtilt.v4i2.9687
Issue
Vol. 4 No. 2 (2025): Journal of Technology-Integrated Lessons and Teaching
Section
Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Joan E. Hughes, The University of Texas at Austin

Joan E. Hughes is an Associate Professor of Learning Technologies at The University of Texas at Austin with research interests how K12 teachers and students use technologies in-and-outside the classroom for subject area learning and how school leaders support classroom technology integration. She also teaches doctoral-level qualitative research methods. Prior to the professoriate, she was an elementary and middle school computer teacher. She can be contacted at joanh@austin.utexas.edu.

Anna R. Oliveri, Salve Regina University

Anna R. Oliveri is an Assistant Professor of Education at Salve Regina University. She is a former elementary classroom teacher who is passionate about bridging research and practice through her work at the intersections between pre-service and in-service teacher professional learning, technology, and equity. Dr. Oliveri teaches in an educator preparation program, as well as coaches and mentors pre-service and early career teachers. She can be contacted at oliveri@salve.edu.

Michelle Read, Southern California University of Health Sciences

Michelle Read is an instructional designer at Southern California University of Health Sciences. Additionally, she is a certified faculty developer concentrating on salient issues to online learning, including accessibility, copyright, technology integration, student interaction and engagement. Her research focuses on faculty professional development and instructor change. Dr. Read is a former elementary classroom teacher and technology integration specialists in Texas public schools, and has taught both pre-service and in-service K12 teachers, including supervising student teachers in their intern semester. She can be contacted at michelleread@scuhs.edu.