Loughborough University Library: Open Journals
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Book Review of Walsh, A. and Inala, P. 2010. Active learning techniques for librarians: practical examples. Oxford: Chandos Publishing.
Get PDFWhen Technology and Design Education is Inhibited by Mathematics
Get PDFThis paper explores the attitude to Mathematics of B.Ed.
(Post-primary) Technology and Design student teachers, in
Northern Ireland, and is located within the context of
‘STEM’ (Science, Technology, Engineering and
Mathematics). The aim of the research is to consider
whether students’ attitude to Mathematics is different
when the subject content is presented within or outside
their own subject area. Technology and Design provides
both ‘purpose’ and ‘utility’ to the delivery of Mathematics.
Based on the results of an attitudinal questionnaire and
focus group interviews it has been concluded that there
must be corporate responsibility for the teaching and
delivery of Mathematics. Those involved in teaching
Mathematics, whether directly or indirectly through a
different subject area, must not only be knowledgeable in
subject content and its associated pedagogy, but ideally
convey a positive attitude towards Mathematics
The Role of Conversation in Technology Education
Get PDFThis article investigates recent literature in the area of classroom conversation and dialogue with the aim of gaining a better understanding of the role that classroom conversation and dialogue plays in learning. It also investigates literature on the constructivist, collaborative nature of technology education and suggests that to enhance our understanding of how children learn in technology it is necessary to understand the impact that clearly focused conversations of children, amongst themselves and between children and their teachers while undertaking technological practice, has on advancing thinking and understanding. It also suggests that by understanding the full impact of classroom conversation and facilitating its use in the classroom, teachers can greatly enhance learning in technology education.Conversation with and between students allows teachers insight into the impacts of previous and specifically targeted learning experiences on learning in technology.Classroom dialogue can also enhance understanding of how learning occurs in technology and how interaction with peers and teachers advances thinking around technological concepts and components of practice.A related study currently being undertaken investigates the nature of conversation in the primary technology classroom with the aim of facilitating and developing teachers’ understanding to better enhance learning for children in technology education. It is the author’s intention to submit the results of this study to this publication in the future
The Transient and the Timeless: Surviving a lifetime of policy and practice in assessment
Get PDFA personal retrospective
1960s
In1959 I half-passed my 11+ and went to a technical school in Kent. In 1964 I took O levels and in 1966, A levels in metalwork and technical drawing. These examinations were unimaginatively constructed –
amounting to tests of theoretical knowledge (theory paper) and practical skills (the practical). I was good at them.
During and after the war, my teachers had been responsible for setting up production lines in the school – manufacturing parts for the ships being maintained in Chatham dockyard. They knew about precision, we had lots of practice and we ended up pretty capable draughtsmen/craftsmen (it was of course a boys school).
I went to Goldsmiths to train as a handicraft teacher, and I was seriously shaken up to discover designing. I was used to being given engineering drawings of tool clamps and drilling jigs that I just had to make. Designing things for myself was a revelation. I did not at first enjoy it. I wanted just to revel in my skills that were better than the norm in the first year group because of the experience and
facilities to which I had been used at school
Book review of Secker, J. 2010. Copyright and e-learning: a guide for practitioners. London: Facet
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Book Review of Lloyd, A. 2010. Information literacy landscapes: information literacy in education, workplace and everyday contexts. Oxford: Chandos
Get PDFBook review of Mackey, T.P. and Jacobson, T.E. 2010. Collaborative information literacy assessments: strategies for evaluating teaching and learning. London: Facet
Get PDFDoing It With Passion
Get PDFIn a recent tutorial with a group of students I have been forced to confront an awkward truth. One of the problems of getting on a bit is that one’s writing history goes back along way and occasionally I have realised that my position(on this and that) has changed since the date that I wrote it. That’s not so surprising perhaps, since any educated person ought constantly to be holding their opinions as provisional... “I believe this – until I find a good reason to change my view”. But what if the original piece of writing was absolutely in one direction and one’s current belief is the reverse of that. Surely, adjusting or refining one’s views about something is not the same as completely changing it
