Preservice Teachers' Beliefs about Using Maker Activities in Formal K-12 Educational Settings: A Multi-Institutional Study

Autor/inn/en	Jones, W. Monty; Smith, Shaunna; Cohen, Jonathan
Titel	Preservice Teachers' Beliefs about Using Maker Activities in Formal K-12 Educational Settings: A Multi-Institutional Study
Quelle	In: Journal of Research on Technology in Education, 49 (2017) 3-4, S.134-148 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2017.1318097
Schlagwörter	Preservice Teachers; Student Attitudes; Beliefs; Creative Activities; Elementary Secondary Education; Qualitative Research; Educational Environment; Teacher Education Programs; Behavior Theories; Inservice Teacher Education; Technology Integration; Problem Based Learning; Inquiry; Experiential Learning; Workshops; Technology Uses in Education; Focus Groups; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Qualitative Forschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerfortbildung; Problem-based learning; Problemorientiertes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Lernwerkstatt; Schulung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K-12 educational environments. Data were collected from 16 focus groups conducted during the workshops in spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to assist teacher preparation programs in preparing their students to implement maker tools and strategies in their future classrooms. Participants expressed favorable attitudes toward implementing maker activities in their future classrooms and noted these tools and activities aligned with instructional strategies encouraged in their teacher preparation programs, including problem-based learning, inquiry learning, and hands-on learning activities, but noted several perceived barriers such as access to resources and working with reluctant peers and administrators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01