Learning to Teach in the Digital Age: Enacted Encounters with Materiality

Justice, Sean

doi:10.17077/2326-7070.1487

Marilyn Zurmuehlen Working Papers in Art Education

2015

DOI: 10.17077/2326-7070.1487

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Learning to Teach in the Digital Age: Enacted Encounters with Materiality

Sean Justice

Abstract: This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. AcknowledgementsThis work could not have been done without the fearless generosity of the teachers and administrators who participated in this study. Thank you for your endless patience with my questions and emails, and for welcoming me into your classrooms again and again.

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Makerspaces

Koole

Dionne

McCoy

et al. 2016

Handbook of Research on Transformative Digital Content and Learning Technologies

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The emergence of the makerspace movement offers tremendous potential to transform learning. Learning by making, while ancient in practice, has evolved due to the development and confluence of developments in computing, communications technologies, pedagogy, and library science. In particular, online networking has enabled learners to share and engage with ideas and materials in a uniquely 21st century fashion. The makerspace activity process (MAP) framework illustrates how makerspace activities—curating, relating, and creating—are intertwined through networking practices. Makerspaces are highly contingent and transformative; both the nature of the makerspace and the participants transform each other through interaction. For those educators who find it difficult to integrate within formal curricula and assessment practices, the MAP framework provides a guide for facilitating and assessing learner activity in educational makerspaces. The framework is useful for educators at all levels from kindergarten to post-secondary.

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Makerspaces

Koole

Dionne

McCoy

et al. 2016

Handbook of Research on Transformative Digital Content and Learning Technologies

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Elementary Students as Digital Makers

Sun

Okojie

et al. 2020

Advances in Educational Marketing, Administration, and Leadership

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The solution to the nation's shortage in STEM workers begins in elementary schools. However, elementary teachers are not well prepared to teach STEM, and they lack the knowledge and competency to inspire students early on in the fields of science, technology, engineering, mathematics, and computational thinking (STEM+C). Consequently, elementary students' wellbeing in STEM+C learning is negatively affected. Preparing elementary teachers for teaching STEM+C with digital making is suggested in this chapter as a means to improve elementary teachers' STEM+C teaching competency and to improve elementary students' wellbeing in STEM+C learning. This chapter also proposes and discusses related approach, framework, and pedagogy to illustrate how elementary teachers can teach STEM+C effectively by engaging elementary students as digital makers. Suggestions for future research are also discussed in this chapter.

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Learning to Teach in the Digital Age: Enacted Encounters with Materiality

Cited by 2 publications

References 42 publications

Makerspaces

Makerspaces

Elementary Students as Digital Makers

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