UTeach Maker: A Micro-Credentialing Program for Preservice Teachers

Rodriguez, Shelly; Harron, Jason; DeGraff, Michael

doi:10.1080/21532974.2017.1387830

Cited by 21 publications

(12 citation statements)

References 7 publications

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“…In some cases, teachers' negative attitudes towards maker literacy activities stem from the misconception that making is only possible with expensive technological tools (Cohen et al, 2018), which are misconstrued as being only accessible by the most affluent institutions and communities (Vee, 2017). Other teachers struggle to associate making approaches with their content areas (Cohen et al, 2018) or lack confidence in their own abilities to understand how making can inform their teaching practice (Rodriguez et al, 2018). Helping teachers become aware of these misconceptions and attitudes, by making them aware of their processes through documentation, is a step towards debunking these myths.…”

Section: Documenting Maker Literacy Practices and Processes: Challeng...mentioning

confidence: 99%

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

Lemieux

Mason

2022

CJLT

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This article considers how documentation enriches literacies learning in higher education, specifically in a graduate course designed for language teachers. Building on a one-year research study with graduate students at a university in the Atlantic region of Canada, the authors demonstrate how participant-generated documentation, including cartography, presents relational understandings impacting literacies. Specifically, the authors look at a case study of two teachers enrolled in a graduate literacy course who crafted and designed digital stories using Scratch and used multimodal dimensions from music to animation and movement. Teachers’ documentation challenges the idea that making is solely a question of doing, and considers instead long-lasting processes that influence teacher practice and development.

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Section: Documenting Maker Literacy Practices and Processes: Challeng...mentioning

confidence: 99%

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

Lemieux

Mason

2022

CJLT

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“…To prepare educators for the hurdles they will face when using maker pedagogies, the UTEACH program at University of Texas -Austin has been at the forefront of working with university students as makers and maker educators (Rodriguez et al, 2018a). They have produced a micro-credentialing program as well as rubrics to guide assessment and to scaffold teachers in engaging students in making.…”

Section: Ils 1223/4mentioning

confidence: 99%

Making for learning: how graduate students discuss and design for maker-focused pedagogy

Humburg

Tan

Maltese

et al. 2021

ILS

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Purpose This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs. Design/methodology/approach Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also coded for elements of making, and the authors compared students’ articulated ideas about making with the practical implementation of making in their designs. Findings Students reflected on the nature of making and the possible benefits and tensions surrounding the use of making for learning. Multiple students discussed benefits for their future learning and careers. Comparisons between interview and lesson plans highlight both successful alignments and key gaps in the application of making principles, including struggles that students encountered when translating their beliefs about making into real-world pedagogy. Research limitations/implications Given the limited sample size, future research should explore the extent to which educators in other contexts encounter similar or different obstacles in their development of maker-focused pedagogies. Practical implications Findings can be used to inform future maker education courses to better support students in successfully translating core principles of making from general beliefs into effective and practical pedagogical strategies. Originality/value Despite widespread interest in combining making with educational spaces, much remains to be understood about the strategies that educators use to integrate elements of making into their pedagogy. This study contributes discussions of the benefits and tensions that maker educators may encounter when blending tenets of making with the needs of formal education.

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“…(Kafai, 2018;Peppler & Bender, 2013) and provides an environment/ setting in which students engage in problem solving within the real world. The creation of meaningful products and valuable content information in the process are done by students (Rodriguez, Harron & DeGraff, 2018).…”

Section: Dougherty (2012) Expressed As a Combination Of Fabrication And Communication Technologies;mentioning

confidence: 99%

“…Since it has caused the thought that it will empower the teaching and learning (Berry et al, 2010) and educators' need of gaining an appropriate pedagogy has come to the forefront (Bullock & Sator, 2015;Cohen, et al, 2017;Schmidt-Crawford, Lindstrom & Thompson, 2018) it is a must to educate pre-service teachers and leaders according to it. Teachers should get the education needed (Rodriguez et al, 2018;Schad & Jones, 2019) because teacher is the facilitator in the acquisition of knowledge through maker-centered learning activities (Schad & Jones, 2019), is the one who creates supportive communities of practice in designing classrooms (Lindstrom et al, 2017). Shortly, it can be said that schools need a change and guidance on how to construct it (Martin, 2015).…”

Section: Dougherty (2012) Expressed As a Combination Of Fabrication And Communication Technologies;mentioning

confidence: 99%

School Technology Leadership and The Maker Movement

Sincar¹,

Önen²

2021

iedres

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The developments and changes that have been made in the world affect the educational, health or economic systems of the countries. This situation requires the schools to renew themselves. In the recent year the Covid-19 pandemic that has been experienced all around the world has accelerated this process. It showed clearly that schools should be the places where real life experiences are taught and integrated with life. Regarding this, it was aimed to present a detailed perspective about maker movement and technology leadership that are closely related to the point of view that schools should be the life itself. Accordingly, a general perspective about leadership has been summarized shortly at the beginning of the study and then technology leadership and maker movement have been presented in a detailed way and reflections of technology leadership and maker movement have been discussed. Lastly, some suggestions have been proposed for both teachers and school principals.

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UTeach Maker: A Micro-Credentialing Program for Preservice Teachers

Cited by 21 publications

References 7 publications

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

Making for learning: how graduate students discuss and design for maker-focused pedagogy

School Technology Leadership and The Maker Movement

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