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Art Ed Maker PD Experience: Impacts of an Immersive Professional Development For “Making” STEM Connections In K-12 Art Classrooms
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, Texas State University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This mixed methods project examined the impact of an eight-month Art Ed Maker PD experience focused on STEM-infused “maker” activities using New Media Arts, specifically looking at the ways in which participants made connections between visual arts practices and STEM practices, and self-efficacy toward integrating STEM-infused “maker” activities into their visual arts curricula using New Media Arts Using concurrent embedded mixed methods design data included quantitative (eg, pre-/post-test administered three times) and ethnographic techniques (eg, field notes, focus group, interview, observation, personal communications) Participants reported that they developed technical confidence, were able to see multidisciplinary connections between New Media Arts, visual arts, and STEM, and had a willingness to collaborate with STEM teachers in order to impact student learning

Citation

Smith, S. (2018). Art Ed Maker PD Experience: Impacts of an Immersive Professional Development For “Making” STEM Connections In K-12 Art Classrooms. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1273-1281). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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