DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorForbes, Anne-
dc.contributor.authorBower, Matt-
dc.contributor.authorFalloon, Garry-
dc.contributor.authorStevenson, Michael-
dc.date.accessioned2024-03-31T22:15:30Z-
dc.date.available2024-03-31T22:15:30Z-
dc.date.issued2019-03-08-
dc.identifierscopus-85062777468-
dc.identifier.issn14678535-
dc.identifier.issn00071013-
dc.identifier.other85062777468-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1690-
dc.description.abstractMakerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning.en_US
dc.language.isoenen_US
dc.relation.ispartofBritish Journal of Educational Technologyen_US
dc.titleBy design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilitiesen_US
dc.typeArticleen_US
dc.identifier.doi10.1111/bjet.12743en_US
dc.identifier.scopus2-s2.0-85062777468-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume50en_US
dc.relation.issue3en_US
dc.identifier.spage1260en_US
dc.identifier.epage1274en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85062777468&origin=inward&txGid=c001cc6800a81ce9fba4d54c66a468a5en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-9378-2598-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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