Items where Author is "Hardy, A"

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Number of items: 31.

Journal article

HARDY, A., 2018. Using design fiction to teach new and emerging technologies in England. Technology and Engineering Teacher, 78 (4), pp. 16-20. ISSN 2158-0502

HARDY, A., 2017. The consequence of school performance measures – inequality of access and opportunity. Race Equality Teaching, 34 (2), pp. 39-43. ISSN UCL IOE Press

HARDY, A., 2017. Defining the value of a school subject. PRISM: Casting New Light on Learning, Theory and Practice, 1 (2), pp. 55-82. ISSN 2514-5347

HARDY, A., 2015. What’s D&T for? Gathering and comparing the values of design and technology academics and trainee teachers. Design and Technology Education: an International Journal, 20 (2), pp. 10-21.

Chapter in book

HARDY, A., 2017. How did the expert panel conclude that D&T should be moved to a basic curriculum? In: E. NORMAN and K. BAYNES, eds., Design epistemology and curriculum planning. Rothley: Loughborough Design Press, pp. 18-21. ISBN 9781909671157

DAVIES, S. and HARDY, A., 2015. Preparing to teach with digital technologies. In: G. OWEN-JACKSON, ed., Learning to teach design and technology in the secondary school: a companion to school experience. London: Routledge, pp. 161-178. ISBN 9781138785243

HARDY, A. and DAVIES, S., 2015. Teaching design and technology. In: G. OWEN-JACKSON, ed., Learning to teach design and technology in the secondary school: a companion to school experience. London: Routledge, pp. 199-220. ISBN 9781138785243

HARDY, A. and DAVIES, S., 2013. Using technology in design and technology. In: G. OWEN-JACKSON, ed., Debates in design and technology education. London: Routledge, pp. 125-138. ISBN 9780415689045

DAVIES, S. and HARDY, A., 2011. Blended Learning tools to support collaborative learning. In: J. HUGHES and W. KIDD, eds., Working with diverse groups of learners in the Digital Age. ESCalate.

Conference contribution

BRABER, N., SMITH, H.M.J., ROBSON, J., WRIGHT, D. and HARDY, A., 2018. Accent detection in earwitness identification. In: Germanic Society for Forensic Linguistics (GSFL2018), University of York, York, 2-5 August 2018.

HARDY, A., 2017. Rhetoric and interpretation: the values students and special interest groups attribute to design & technology. In: PATT34 - 2017: Technology and Engineering Education, Millersville University, Philadelphia, PA, USA, 10-14 July 2017.

DAVIES, S. and HARDY, A., 2016. How to teach 'Smart Fashion' within the D&T curriculum: have we got it right? In: PATT2016: Technology Education for 21st Century Skills Conference, Hogeschool Utrecht, Utrecht, Netherlands, 23-26 August 2016.

BARLEX, D., GIVENS, N., HARDY, A. and STEEG, T., 2016. Modernisation of the school D&T curriculum with special reference to disruptive technologies; a case study of trainee teachers’ responses. In: PATT2016: Proceedings for the Education for 21st Century Skills Conference, Hogeschool Utrecht, Utrecht, Netherlands, 23-26 August 2016.

HARDY, A., 2016. An assortment box of views: different perceptions of D&T’s purpose and structure. In: PATT2016 - Technology Education for 21st Century Skills Conference, Utrecht, Netherlands, 23-26 August.

HARDY, A., GYEKYE, K. and WAINWRIGHT, C., 2015. What do others think is the point of design and technology education? In: PATT29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, 7-10 April 2015, Marseille, France.

HARDY, A., 2013. Starting the journey: discovering the point of D&T. In: PATT27 Conference: Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December 2013, Christchurch, New Zealand.

COCKAYNE, S., HARDY, A., DAVIES, S. and TINNEY, J., 2013. Who makes better use of technology for learning in D&T? Schools or university? In: PATT27 Conference: Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December 2013, Christchurch, New Zealand.

HARDY, A. and BARLEX, D., 2012. Developing an ITE framework. In: Technology Education Research Conference: Best Practice in Technology, Design and Engineering Education, Brisbane, Australia, 5-8 December 2012, Brisbane.

BARLEX, D., DAVIES, S. and HARDY, A., 2012. Engaging trainee teachers of science and design & technology in cross curricula collaboration - a case study. In: Technology Education Research Conference: Best Practice in Technology, Design and Engineering Education, Brisbane, Australia, 5-8 December 2012, Brisbane.

HARDY, A., TINNEY, J. and DAVIES, S., 2012. Using e-portfolios to support trainee Design and Technology teachers in developing their subject knowledge. In: The PATT 26 Conference: Technology Education in the 21st Centuary, Stockholm, 26-30 June 2012, Stockholm.

DAVIES, S. and HARDY, A., 2011. Developing the use of blended learning and e-moderation to support students' transition into higher education learning. In: SRHE (Society for Research into Higher Education) Newer Researchers' Conference: New Communities, Spaces and Places: Inspiring Futures for Higher Education, Celtic Manor Resort, Newport, South Wales, 6-7 December 2011, Newport, South Wales.

TINNEY, J., HARDY, A. and BOYD, P., 2011. 'Gamification' - encouraging and rewarding student engagement. In: SRHE (Society for Research into Higher Education) Newer Researchers' Conference: New Communities, Spaces and Places: Inspiring Futures for Higher Education, Celtic Manor Resort, Newport, South Wales, 6-7 December 2011, Newport, South Wales.

DAVIES, S. and HARDY, A., 2011. Getting to know you: design and technology education students' transition into higher education learning. In: NTU Annual Learning and Teaching Conference 2011: Learning and Technology, Nottingham Trent University, 30 March 2011, Nottingham.

DAVIES, S. and HARDY, A., 2011. Getting to know you: design and technology education students' transition into higher education learning. In: PATT 25 & CRIPT 8: Perspectives on Learning in Design Technology Education, Goldsmiths, University of London, 1-5 July 2011, London.

ATKINSON, S., KNOX, J. and HARDY, A., 2011. Performance/ability differences between those trained as Design and Technology teachers on undergraduate (UG) and Postgraduate (PG) Initial Teacher Training (ITT) programmes. In: PATT26, 1 July 2011.

HARDY, A., 2011. Trainee teachers' perceptions of CAD/CAM in schools [seminar paper]. In: The Design and Technology Association Education & International Research Conference 2011. 8 July 2011.

HARDY, A., LAWE, B., DAVIES, S., BOYD, P. and TINNEY, J., 2011. A framework for undergraduate secondary teacher training. In: SRHE (Society for Research into Higher Education) Newer Researchers' Conference: New Communities, Spaces and Places: Inspiring Futures for Higher Education, Celtic Manor Resort, Newport, South Wales, 6-7 December 2011, Newport, South Wales.

HARDY, A., 2004. Questioning styles: observations of differences in practice at Key Stage 2 and Key Stage 3. In: Design and Technology Association International Research Conference June 2004.

Newspaper or popular journal contribution

HARDY, A., 2015. Why has the number of teenagers taking design and technology GCSE dropped? The Conversation.

Professional or trade journal contribution

HARDY, A., 2018. Using design fiction to teach new and emerging technologies. D&T Practice, 2018 (3).

HARDY, A. and GOMERSALL, S., 2017. Learning from each other: building relationships between primary and secondary D&T. D&T Practice, 1, pp. 32-34.

This list was generated on Wed Jun 26 07:39:36 2019 UTC.