Teaching to tinker

Cermak-Sassenrath, Daniel; Møllenbach, Emilie

doi:10.1145/2639189.2654827

Cited by 7 publications

(1 citation statement)

References 2 publications

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“…In recent years, researchers within Human-computer interaction (HCI), education research, didactic and library studies among others, have investigated if and how influences of the maker movement could be a way to transform education [e.g., 10,19,26,34,35,48]. This has foremost taken place through the establishment of makerspaces as learning environments [e.g., 9,16,40,51,54,57] as well as a rediscovery of hands-on practice and learning-by-doing [2,13,55]. Kafai states that educators have different experiences in making, which "requires professional development that not only addresses technical proficiency but also builds a failure mindset, social competencies, and community connections" [26, p. 5].…”

Section: Introductionmentioning

confidence: 99%

Becoming a Maker Pedagogue

Sydow

Åkerfeldt

Falk

2021

FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education

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Making has with its mindset and hands-on agenda found ways into all levels of education. From primary school to higher education, in after-school curricula and public places of learning, making has made a considerable impact. In early childhood education, teachers and their professional development are however less in focus. We present a municipality-driven project of training nine preschool teachers with a maker mindset. Our data builds on teachers' experience and practice, shared in two workshops and 16 blog posts. The pedagogues' reflections of their own and learners' actions make way for how 'making' impacts them as educators. We use Resnick's four P's: Projects, Peers, Passion, Play and contribute Places and Presentation as additional elements of creative learning. We show that developing a maker mindset entails openness, curiosity, cocreation, responsiveness and the willingness to include technology and materials into professional practice, which is key towards becoming a maker pedagogue. CCS CONCEPTS• Applied computing → Education; • Human-centered computing → Empirical studies in HCI.

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