Preservice Teachers' Perceptions of Using Maker Activities in Formal Educational Settings

• In Event: 14.027 - Exploring Preservice Teachers' Knowledge and Engagement in Digital Literacies in Multiple Settings

Abstract

This qualitative study examined pre-service teachers’ perceptions of using maker activities in formal educational settings. 82 pre-service teachers from three different Universities in the United States took part in a one-time workshop designed to teach them about various maker tools and strategies for incorporating maker activities in formal educational environments.  Data was collected from 16 focus groups conducted during the workshops in Spring 2016.  An analysis of the data provided an illustration of pre-service teachers’ perceptions of utilizing maker tools and strategies in their future classrooms. Participants demonstrated favorable attitudes towards implementing maker activities in their future classrooms and noted several perceived benefits such as supporting failure positive learning activities and student collaboration, but also noted logistical and pedagogical limitations.

Authors

• Monty Jones, Virginia Commonwealth University

• Shaunna Smith, Texas State University

• Jonathan Cohen, Georgia State University