Impacts of Maker Technologies on Classroom Learning Outcomes: A Mixed Methods Explanatory Study

Autor/inn/en	Tofel-Grehl, Colby; Feldon, David; Jeong, Soojeong; Searle, Kristin; Hansen, Tyler; Bennett, Brenda
Titel	Impacts of Maker Technologies on Classroom Learning Outcomes: A Mixed Methods Explanatory Study
Quelle	In: Journal of Educational Research, 116 (2023) 4, S.198-205 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tofel-Grehl, Colby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2023.2239185
Schlagwörter	Technology Uses in Education; Influence of Technology; Shared Resources and Services; Outcomes of Education; Science Education; Textiles Instruction; High School Students; Grade 9; Learning Experience + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gemeinwirtschaft; Lernleistung; Schulerfolg; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Lernerfahrung
Abstract	The integration of making activities in classrooms provides a crucial opportunity for all students to gain equitable participation access to learning activities. However, for making to be incorporated into more classrooms, teachers must be adequately prepared with relevant knowledge and skills. This study is the first to compare the science learning outcomes associated with making to those stemming from standard learning curricula and experiences within a classroom setting. We examine the learning outcomes of 219 students across multiple sections of one teacher's 9th-grade science classes. While five sections of students were taught using the school's standard learning curriculum, four sections of students engaged in an integrated maker curriculum. A mixed methods approach offers a comprehensive look at the affordances and limitations of maker-based classroom science instruction by coupling student science learning outcomes with student and teacher reflections on instruction and learning. Findings indicate that students had better learning outcomes in science class when learning occurred through maker technologies than the school's standard learning curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01