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Issues of Teaching in a New Technology-Rich Environment: Investigating the Case of New Brunswick (Canada) School Makerspaces

  • Viktor FreimanEmail author
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Abstract

The K-12 school system in New Brunswick, Canada, has recently experienced the new wave of technology-related innovations, in the form of makerspaces. A case study presented in this chapter, focuses on teaching and teachers in makerspaces. Six school visits done in the first year of this ongoing study allowed the research team to conduct interviews with teachers, school principals, and community experts involved in establishing and implementing this novel approach. We found that teachers who pioneered this new learning environment exhibited a particular mindset which led them to engage students in the twenty-first century learning. These teachers already had a sound experience in trying out pedagogical innovations, that helped them in dealing with a number of issues, including those related to the curriculum and assessment of student learning. The teachers’ innovations were supported by technology experts from the community. Our findings provide a better insight into the characteristics of teachers’ mindset and of how it might affect students’ makerspace learning experiences.

Notes

Acknowledgements

This study was conducted with the help of the Canadian Social Sciences and Humanities Research Council (Partnership Development Grant #890-2013-0062). We also thank Brilliant Labs, our partner, and participating school districts, schools and teachers for their continuous support and collaboration in this research.

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Université de MonctonMonctonCanada

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