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The purpose of this paper is to describe findings from a study in which we investigated a gradual increase of responsibility model to scaffold a 1st and a 3rd grade teacher as they integrated interdisciplinary, standards-based Mobile Maker Kits into their classrooms over the course of an academic year. Qualitative discourse and multimodal analysis techniques were used to investigate teacher practices and beliefs related to the integration of the kits, which included lesson plans linking all activities and materials (e.g., picture books, craft materials, tablets, 3D printers, circuits and other electronic materials) to ELA, science, math, and social studies standards. Findings identify the affordances and constraints of a gradual increase of responsibility model for supporting teachers. We conclude by offering implications for supporting the integration of Making practices into P-12 classrooms.
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Exploring Teachers’ Approaches to Standards-Based Making in Elementary Classrooms
In this paper, we explore how standards-based Making activities offer opportunities for teachers to address interdisciplinary concepts and encourage students to tinker, collaborate, create, and design. This qualitative study draws on results from a two-year, NSF-funded research project that involved the integration of standards-based Mobile Maker Kits into 15 elementary schools within a suburban-rural Southern school district. Specifically, we examine teachers’ goals for using Mobile Maker Kits, as well as how the hook, brainstorm, prototype, share, synthesize framework supported them in integrating Making into their existing standards and curricula.
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- Award ID(s):
- 1723661
- PAR ID:
- 10196662
- Date Published:
- Journal Name:
- D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference
- Page Range / eLocation ID:
- 1298-1302
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
