Dr Steve Burton

New content for the second edition includes: Updating of the policy environment, particularly in light of the Lingfield Review 14-16 provision in education and training Higher education within the context of further education Teaching in ...

This paper presents the findings of a year-long study investigating global best practice in digital learning, in the global university sector. A collaborative team of researchers from UK universities undertook primary research with 21 established digital pedagogues in six countries to determine any fundamental lessons for integrating digital learning into higher education. The analysis revealed five key elements that contribute to successful digital learning. These are presented and explored within the paper as flexibility of access, the pre-eminence of subject and pedagogy, authentic digital activity, immersive learning experiences, and communitarianism. The paper concludes by advocating for a model for successful digital pedagogy within the university sector and positions this model as a pivotal catalyst for a digital paradigm shift in university education practices.

This article investigates the perceptions of former in-service Initial Teacher Training (ITT) trainees in the post-compulsory sector of the United Kingdom (UK), and identifies how they intellectualised the contribution that successful completion of ITT had made to their practice as teachers. Former trainees reported perceptions of such professional enhancement in three key ways. Firstly, they felt more connected with the sector, connected with their institutions and connected with the realities of teaching following their ITT. Secondly, they felt a greater sense of professionalism, and were able to carry more practical and pedagogical skills into the workplace. Finally, they felt a stronger commitment to their own continuing professional development.

However, 'child protection' has again gained prominence as a specific professional activity undertaken with children who ... for the early years practitioner to be aware of two aspects of professional activity: child protection and safeguarding.

‘Perhaps we should all stop for a moment and focus not only on making our AI better and more successful but also on the benefit of humanity’. - S. Hawkins, Web Summit, 2017 This international collaborative piece argues for a paradigm shift in our use and understanding of Artificial Intelligence (AI) in education, and in the development of Artificial Intelligence Literacy amongst our learners and professional colleagues. The main premises are: AI can change societal practices, and aid competency and capacity building within society, thereby having a positive impact on education. AI in education can support equity, inclusiveness and lifelong learning, through customisable and tailored learning experiences, while building up future professions and societies according to sustainable development premises. Education ought to equip learners with the knowledge, competency and mindset required to use AI to solve professional and societal challenges and improve day-to-day practices

The rapid move to remote learning in 2020 caused by the COVID-19 pandemic created a challenge for all educational institutions. The pedagogy of online teaching is not usually included in teacher education, and the recent experiences of online education have revealed that many teachers have a lack of knowledge in online pedagogy and digital tools. There is also a variation in how educational institutions and personnel value the importance of digital education, with factors such as media, city or regional setting and community opinion often influencing educational decisions. Furthermore, even if teachers’ digital competencies are appreciated, the availability of digital devices varies substantially between schools. To achieve meaningful learning and improved learning outcomes through online education, future teachers need competencies in using digital tools and online pedagogical methods. In addition, they need to understand the move from web1.0 to web2.0 and the maker-culture in which the children and young people are living. Rural and Indigenous communities should have a strong presence in teacher education. Local languages and culture can be lost in English speaking online environments, and this is further hampered by expensive or limited access to the Internet. With these competencies and a critical understanding of the realities of online teaching and learning, future teachers can be equipped for their working lives in the coming decades and will be able to ensure educational equality for their students.

This book provides a comprehensive guide to safeguarding and child protection in the early years. Aimed at students and practitioners it offers insight into contemporary developments in early years and safeguarding practice and sets out the legal and policy foundations for effective practice before exploring areas of contemporary concern. Drawing on the everyday dilemmas and experiences of early years professionals, the book focuses on helping you to seek solutions to both practical and moral issues in a context of legal duties and responsibilities.