Michael Stevenson has been a postdoctoral research fellow in the Department of Educational Studies at Macquarie University. His research examines how professional learning can be best designed and implemented to optimise teacher capacity in the use of technology for learning and teaching. Matt Bower is an associate professor of learning technologies in the Department of Educational Studies at Macquarie University. His research focuses on how contemporary technologies such as augmented reality, virtual worlds and Web 2.0 tools can be most effectively used to support cognitive development and collaborative learning. Garry Falloon is presently professor of Digital Learning and associate dean-International in the Faculty of Human Sciences at Macquarie University. His research interests include STEM school leadership and curriculum and learning design, coding in early years education and mobile device use in primary schools. Anne Forbes is a senior lecturer in STEM Education (Primary and Early Years) in the Department of Educational Studies at Macquarie University. Her research primarily focuses on ways to improve the implementation of science education through participation in Communities of Science Practice. Maria Hatzigianni is a lecturer in Early Childhood Education at the University of Melbourne with a research focus on the use of digital technologies by young children and early childhood teachers. The author has a special interest in the associations of technology with children's socioemotional development, as well as parents' and teachers' beliefs around technology use by young children. AbstractMakerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers' confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers' confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and...

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This paper reports on an Australian study around early childhood educators’ attitudes and beliefs on the use of touchscreen technologies by very young children, under three years of age. The study adopted an ecological perspective and educators and directors of early childhood centres completed an online survey and were interviewed on this specific topic. Data were analysed to identify teachers’ competencies (eg, digital skills) but also possible factors behind attitudes and beliefs (eg, leadership styles; training; teaching philosophy). Findings suggest that early childhood teachers’ views are evolving and they are now more confident when they use technology for work/personal purposes but not as confident when integrating technology with very young children. Educators’ overall confidence and hours using technology is significantly associated with a positive attitude towards the incorporation of technology. Their teaching philosophy is also associated with their technology use with very young children. In contrast, training or lack of it is not significant. This study has direct implications for Early Childhood Education as it will contribute to better understanding educators’ views and practices on a hotly debated topic and whether they are ready to change their traditional views and embrace this new social reality. The need for more research on the influence of technological use on very young children’s development will also be underlined.

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