How to Successfully Organize a Media Project in a Pedagogical Makerspace for Student Teachers

Max, Anna‐Lisa; Lukas, Sarah; Weitzel, Holger

doi:10.21125/inted.2021.1301

Cited by 4 publications

(12 citation statements)

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“…Only preservice teachers of the IG had a significant TPACK increase. This result confirms the result of Max et al (n.d.) for the first three cohorts.…”

Section: Resultssupporting

confidence: 93%

“…These results are supported by the performance test used in parallel which indicates an increase in TPACK in the intervention group (RQ1). The TPACK increase through the work in the pedagogical makerspace is remarkable in that the focus of the projects was on dealing with the technical challenges for creating digital products, but also in self‐organizing the project work, that is, a form of work that was rather unfamiliar to the preservice teachers (Max et al, 2021). Information on TPACK was made available by self‐learning materials and it was up to the preservice teachers to what extent they made use of those materials.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the input provides a link between the science seminar, the media project and the makerspace (see Figure 1). The aim of the project work was the collaborative and creative development and design of meaningful project products that are conducive to learning, such as teaching‐learning materials in the form of (interactive) explanatory videos, multimedia tasks or virtual models for science lessons (Max et al, 2021; Max, Schmoll, et al, 2020). The implementation of the projects did not take place within the seminar times (20 h in total), but was carried out individually and independently of time during the Supplementary self‐study time (70 h in total).…”

Section: Methodsmentioning

confidence: 99%

“…Subsequently, the group was responsible for planning next work steps in the design and production process, the content‐related, media‐didactic and technical familiarization with the help of the self‐learning materials, the self‐monitoring of the project progress and the time management itself. The development of the project products took place in iterative cycles, in which prototypes were first created, then presented to each other within the seminar times and critically reflected on together with peers and the lecturer (Max et al, 2021). In this way, problems could be identified directly in the design process, pedagogical‐ and content‐related concepts as well as technical solution possibilities were developed together, prototypes could be critically questioned and creative implementation possibilities were discussed subject‐specifically.…”

Section: Methodsmentioning

confidence: 99%

“…Data concerning the increase in TPACK's self‐assessment as well as other supposedly related constructs were already analysed and reported for the first three cohorts in Max et al (n.d.). However, the focus on this publication was different.…”

Section: Methodsmentioning

confidence: 99%

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The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

Max

Lukas

Weitzel

2022

Computer Assisted Learning

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Background To purposefully integrate information and communication technologies (ICT) into contemporary teaching, teachers must have complex technological, pedagogical and content‐related knowledge (TPACK). TPACK could be fostered through diverse learning environments such as working in a makerspace as part of university teacher training. The development of TPACK in (preservice) teachers depends on how effectively they can assess their own knowledge and adapt their own learning process. Self‐assessment tools can be used to identify and assess their individual TPACK. Objectives The study presents data on TPACK development through project work in a makerspace. It examines the consistency of self‐assessment and performance tests in relation to TPACK and discusses the applicability of self‐assessment scales to self‐regulated learning. Methods TPACK self‐assessment takes place among preservice teacher students (N = 327) in a pre‐post design. This is complemented and contrasted with an external assessment in form of a self‐developed performance test (teaching vignettes). Results Self‐assessment and performance test show a TPACK‐increase resulting in the project work in the makerspace, with higher performing students benefiting more from the intervention than lower performing students. All students tend to overestimate their TPACK before and after the intervention, with low‐performing students overestimating themselves more than high‐performing students. Existing TPACK scales can serve as readily available self‐assessment tools, but should be complemented by other knowledge assessment measures. Furthermore, depending on the results of the self‐assessment, different learning opportunities should be made available so that preservice teachers with a lower TPACK still benefit from the project work in the makerspace. Take Away Self‐assessments accompanying the work in the makerspace could provide feedback information about TPACK‐related knowledge, learning processes and learning outcomes and thus support students in structuring their work. For this purpose, it seems necessary to improve the quality of self‐assessment to enable reliable reflection on preservice teachers' own learning process.

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“…Only preservice teachers of the IG had a significant TPACK increase. This result confirms the result of Max et al (n.d.) for the first three cohorts.…”

Section: Resultssupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

Max

Lukas

Weitzel

2022

Computer Assisted Learning

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Fostering Digital Media-Realted Competences of Student Teachers

et al. 2022

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The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

Max

Lukas

Weitzel

2023

Brit J Educational Tech

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The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi‐structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self‐efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self‐monitoring. Practitioner notesWhat is already known about this topic The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK). The promotion of TPACK competencies in a holistic, multi‐layered, and practice‐oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities. Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested. What this paper adds The presentation of an innovative approach for prospective teachers to teach TPACK problem‐ and project‐based in a pedagogical makerspace. Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched. A model‐based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies. Examination of the suitability of project‐based work in the pedagogical makerspace for teaching TPACK and relevant attitudes. Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK. Implications for practice A pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school. TPACK development depends on TPACK before working in a makerspace. Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels. The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures. Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace.

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How to Successfully Organize a Media Project in a Pedagogical Makerspace for Student Teachers

Cited by 4 publications

References 0 publications

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

Fostering Digital Media-Realted Competences of Student Teachers

The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

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