Abstract
Makerspace tools and technologies are becoming increasingly popular in K-12 educational settings. While makerspace education has the potential to democratize educational spaces, the integration of these new technologies into the classroom is not trivial. In this paper, we analyze a university-based makerspace apprenticeship program for pre-service teachers to learn makerspace tools and technologies for use in their future classrooms. We demonstrate how apprenticeship in this community of practice led to increased confidence in maker tools and technologies and a mindset toward learning in makerspaces as playful, collaborative, and iterative. We found that pre-service teachers require greater opportunities to see students engaged in making in elementary classrooms. We end with recommendations for supporting pre-service teachers to adopt making for their future classrooms.
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The IRB of the University of North Carolina at Greensboro determined the study to be exempt from full board review under exemption category 2, survey, interview, and public observation (Study no. 17-0611).
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Heredia, S.C., Fisher, M. Makers-in-Residence: an Apprenticeship Model for Supporting Pre-Service Elementary Teachers to Adopt Making Tools and Technologies. TechTrends 66, 760–770 (2022). https://doi.org/10.1007/s11528-022-00751-8
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DOI: https://doi.org/10.1007/s11528-022-00751-8