Matt McLain
Lee Shulman (2005) introduced the term signature pedagogies, in relation to education and learning in the professions, and refers to the commonly used and accepted approaches or “characteristic forms of teaching and learning” (Shulman, 2005, p. 52) with a discipline. If ‘signature’ refers to a unique characteristic, then ‘pedagogy’ can be broadly defined as the “interactions between teachers, students, and the learning environment and the learning tasks” (Murphy, 2008, p. 35). It is also important to point out that signature pedagogies are:
Alison Hardy
In D&T the concept of ‘value’ has been primarily used in relation to subject content, pedagogy and outcomes, but Layton (1992a, p.1) points out:
If some views on values and technology appear to you as the only possible ones, take this as a sign that you have neither understood the relationship of values and technology, nor the reason why an understanding of this is important.
Trudi Barrow
AI provides innovative tools and approaches for pupils to use in D&T. This guide delves into how AI applications in text-to-text, text-to-image, and image-to-image transformations can be effectively utilised by pupils within D&T education as a design tool and as an emerging technology (Barlex, Steeg and Given 2020).
Suzanne Gomersall and Alison Hardy
Design and Technology (D&T) has been a part of the primary curriculum in England since the 1990s. While it has faced challenges such as limited teacher training and competition with core subjects like English, Mathematics, and Science, D&T offers valuable learning experiences and should be given due importance in all primary schools.
Alison Hardy
Design and Technology (D&T) is a unique subject that teaches pupils how to intervene in the human-made world to create improvements. While different countries may emphasise different aspects of the subject the core purpose remains consistent: developing pupils’ technological literacy and design and technology capability.
This MESHGuide will introduce readers to a wide range of practical approaches to teaching multilingual learners, but our starting point for any of these is that practitioners work from a place of positive orientation to diversity. Research tells us that where schools attend to the whole child, and not just their language learning needs, this positively impacts their social and academic well-being (Aldridge & McChesney, 2018). Teaching for multilingual learners needs to be both culturally and linguistically responsive.
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