Identity, Pedagogy and Technology-enhanced Learning

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This book compiles over a decade of research aimed at understanding and enhancing how learners transition into tradespeople. It integrates insights from neuroscience, educational psychology, and technology-enhanced learning to address the challenges inherent in trade education. The multifaceted nature of trade work necessitates a significant investment of time, physical effort, and cognitive engagement. Successful tradespeople must master various modalities (visual, aural, haptic) and literacies (textual, numerical, spatial), alongside developing manual dexterity, strength, and the technical and tacit knowledge essential for problem-solving. Despite the importance of this field, there is a notable lack of literature on effective trade learning and teaching methods. This work employs contemporary teaching strategies derived from practice-based participatory research to propose practical solutions for imparting trade skills, knowledge, and dispositions. Key approaches discussed include technology-enhanced learning, project-based inquiry, and problem-based learning, along with recommendations to prepare learners for the future workforce. The book's chapters cover topics such as belonging in trades, socio-cultural contributions, feedback strategies, and the role of video in supporting trade learning.