There are myriad ways digital technologies may support and enhance learning for vocational education and training learners (see, e.g. Cattaneo, Evi-Colombo, Ruberto, & Stanley, 2019, for an overview on the use of video to support VET). In keeping with the precepts through this volume, the specific focus in this chapter is on the use of technology-enhanced learning (TEL) to support the feedback processes revolving around the learning of trades work, as framed by the approaches of ‘learning as becoming’. Digital tools provide many advantages for supporting the processes of ‘learning as becoming’. Firstly, digital records of learning, especially in the form of video, provide access to some of the multimodal/multisensory experiences inherent in trades learning. These records may be useful as resources to support deliberate practice (Ericsson, 2006). In particular, moving images provide some indications of the many nuances and modalities of practice, assisting learners to access the sociomaterial influences characteristic of trades work. Reference to movement, actions or other phenomenon may be achieved through non-verbal means, as often there is limited language to describe the processes of work. Secondly, recordings may form the platform for timely or asynchronous feedback from peers, teachers, experts and others (i.e. the socio-cultural). The collation of digital evidence of learning to showcase ‘learning as becoming’ is also an advantage afforded by digital technologies. The challenges of developing, implementing and supporting TEL in trades learning environments are also discussed. © Springer Nature Singapore Pte Ltd 2020.
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