Effects of Maker-Centered Professional Development on Teachers' Knowledge and Attitude About Teaching With Maker Technology

• In Event: STEM Teacher Perceptions and Knowledge

Abstract

This study examined the effects of maker-centered professional development (PD) that aimed to prepare K-12 educators for integrating maker technology into teaching. The PD interventions, delivered online, included three phases: Participants first engaged in a maker projects orientation to develop maker skills and confidence, then attended a telepresence field trip to a makerspace to advance knowledge in makerspace and maker technology, and finally designed maker lessons of their own choosing. Data were collected through survey, journals, and artifacts of 3D design models for teaching. The results show that the PD interventions improved knowledge in maker technology and pedagogy, and had a positive influence on participants’ attitude toward using maker technology in teaching. Future research directions and practical implications are discussed.

Authors

• Ye Chen, University of West Georgia

• Li Cao, The University of West Georgia