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Pedagogical approaches of maker educators in a school setting.

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Title: Pedagogical approaches of maker educators in a school setting.
Authors: Simpson, Amber1, Maltese, Adam V.2 amaltese@iu.edu
Source: Technology, Pedagogy & Education. Sep2024, Vol. 33 Issue 4, p391-404. 14p.
Subject Terms: *Teacher education, *Classroom environment, *Student engagement, *Educational outcomes, *Educational evaluation
Abstract: The purpose of this exploratory study is to propose a pedagogical nexus for maker educators that is specific to making and tinkering in K–12 formal learning environments. The intent is to document the pedagogical approaches of practising teachers as they gain experience with making practices and principles. Based on the analysis of interview data from 24 self-identified maker educators, participants created opportunities and provided instructional support to engage students in making through the use of five approaches: Tool/Technique-Focused Making, Curriculum-Focused Making, Inquiry-Focused Making, Application-Focused Making and Interest-Focused Making. While differences in terms of the goal of the making activity existed within each approach, there were also commonalities across the approaches such as student outcomes and means of assessment. The authors discuss implications for the use of these pedagogical approaches of making and possibilities for future research. [ABSTRACT FROM AUTHOR]
Copyright of Technology, Pedagogy & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Pedagogical approaches of maker educators in a school setting.
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  Data: <searchLink fieldCode="AR" term="%22Simpson%2C+Amber%22">Simpson, Amber</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Maltese%2C+Adam+V%2E%22">Maltese, Adam V.</searchLink><relatesTo>2</relatesTo><i> amaltese@iu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Technology%2C+Pedagogy+%26+Education%22">Technology, Pedagogy & Education</searchLink>. Sep2024, Vol. 33 Issue 4, p391-404. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink>
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  Data: The purpose of this exploratory study is to propose a pedagogical nexus for maker educators that is specific to making and tinkering in K–12 formal learning environments. The intent is to document the pedagogical approaches of practising teachers as they gain experience with making practices and principles. Based on the analysis of interview data from 24 self-identified maker educators, participants created opportunities and provided instructional support to engage students in making through the use of five approaches: Tool/Technique-Focused Making, Curriculum-Focused Making, Inquiry-Focused Making, Application-Focused Making and Interest-Focused Making. While differences in terms of the goal of the making activity existed within each approach, there were also commonalities across the approaches such as student outcomes and means of assessment. The authors discuss implications for the use of these pedagogical approaches of making and possibilities for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Technology, Pedagogy & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1475939X.2024.2352039
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        Text: English
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      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Classroom environment
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      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Educational outcomes
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      – SubjectFull: Educational evaluation
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              Text: Sep2024
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