You are here:

Engaging Preservice Teachers in the Makerspace: Embracing the Maker Movement in a Multi-Level Teacher Preparation Program
PROCEEDING

, , The University of North Carolina at Chapel Hill, 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 study focuses on integrating the maker movement and makerspaces into two preservice teacher preparation courses. The first course–an undergraduate course at the beginning of the teacher preparation cycle–required students to develop their concepts of education, teaching, and learning through a makerspace-based project. The second course–at the masters level and part of an accelerated teacher preparation program–engaged students with maker movement principles and makerspace work while student teaching. Through qualitative data collection and analysis methods, the researchers involved in this study explore the affordances and constraints of using makerspaces in pre-existing teacher preparation courses at multiple levels. Research implications and paths forward are provided and discussed.

Citation

Corbat, J. & Quinn, C. (2018). Engaging Preservice Teachers in the Makerspace: Embracing the Maker Movement in a Multi-Level Teacher Preparation Program. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1251-1254). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References