The makerspace experience and teacher professional development

Paganelli, Andrea; Cribbs, Jennifer; Huang, Xiaoxia; Pereira, Nielsen; Huss, Jeanine; Chandler, Wanda G.; Paganelli, Anthony

doi:10.1080/19415257.2016.1166448

Cited by 38 publications

(29 citation statements)

References 5 publications

(3 reference statements)

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“…The professional development structured around established pedagogical frameworks (IDEO Design Thinking Model, Papert’s Eight Big Ideas) and active learning experiences significantly improved teacher confidence to teach in makerspaces across all three schools. This accords with earlier research that proposes professional learning for makerspaces should provide opportunities for teachers to experience the effect of maker pedagogies and environments (Oliver, ; Paganelli et al , ; Purpur, Radniecki, Colegrove, & Klenke, ). The study also indicated that the initial professional development phase had a larger positive impact on the makerspaces confidence of teachers who were generally less confident with technology.…”

Section: Discussionsupporting

confidence: 88%

“…Secondly, the findings suggest that the nature of the makerspaces professional learning played a critical role in contributing to the development of teacher capabilities and dispositions. The positive contribution of school‐based and inter‐school professional learning communities that provided pedagogical and technical support accords with previous research (eg, Vesicle, Ross & Adams, ), as does the value of having teachers experience the constructionist learning environment that they are being encouraged to create (Oliver, ; Paganelli et al , ; Purpur, Radniecki, Colegrove, & Klenke, ).…”

Section: Discussionsupporting

confidence: 79%

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By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Stevenson¹,

Bower²,

Falloon³

et al. 2019

Brit J Educational Tech

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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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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 79%

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Stevenson¹,

Bower²,

Falloon³

et al. 2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…As a result, students' creative competency can be encouraged with DIY projects in a makerspace [46]. A hallmark of the maker movement is its DIY mindset that brings together individuals from different backgrounds where problem-solving and collaborative learning encourage creativity [47,48]. Makerspaces act as catalysts for self-efficacy, self-confidence, innovation, and creativity [37].…”

Section: Creativitymentioning

confidence: 99%

Makerspaces in First-Year Engineering Education

2019

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Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

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“…In the region, the priority of the learning system includes school-based enterprise and production based education. The two priority learning systems are focused on the production program (Blackley et al, 2018;Paganelli et al, 2017). The pattern of cooperation in the field of production is an effort in implementing the curriculum, with the method of Production Base Education (PBE).…”

Section: Discussionmentioning

confidence: 99%

“…The high number of unemployed indicates, there is a labor market demand mismatch and graduate competence. Therefore, schools in the vocational field are advised to evaluate study programs and curriculum to produce competent graduates (Blackley et al, 2018;Paganelli et al, 2017). In addition, vocational schools are advised to do mapping, so that graduates can meet the needs of the workforce (Putra et al, 2016).…”

mentioning

confidence: 99%

Synchronization of the Potential of Industrial World With School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia

Mukhadis

Ulfatin

Putra

2019

JIP

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Synchronization of the Potential of Industrial World with School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia. This study aims to map: (1) the potential of the business and industry that has the opportunity to collaborate with vocational fields; (2) profile of vocational field school (SMK) business in improving the quality of education; and (3) synchronizing the potential of the industrial world with the business profile of the SMK. This research was conducted using qualitative methods. The research location was centered in the East Java region with samples divided into three regions, namely the northern region, the southern region, and the eastern region. This study reveals that: (1) the industrial world has the opportunity to establish cooperation with vocational schools, namely the handicraft industry, food processing, creative arts, engineering technology, processed seafood, and materials; (2) priority programs for Vocational Schools in East Java include: improvement in special expertise, school-based enterprise programs, demand-market-driven programs, hands on experience programs, production based education programs, on-the-job teacher training programs, on the job programs student training, classical indoor and outdoor programs, training to be entrepreneur programs, and center test recruitment programs; and (3) synchronizing the map of the potential of the industrial world that has the opportunity to establish cooperation with vocational schools with a profile of Vocational Schools is very necessary because it can improve the quality and capability of vocational graduates.

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The makerspace experience and teacher professional development

Cited by 38 publications

References 5 publications

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Makerspaces in First-Year Engineering Education

Synchronization of the Potential of Industrial World With School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia

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