STEM in the Making? Investigating STEM Learning in Junior School Makerspaces
- Authors: Falloon, Garry , Forbes, Anne , Stevenson, Michael , Bower, Matt , Hatzigianni, Maria
- Date: 2022
- Type: Text , Journal article
- Relation: Research in science education (Australasian Science Education Research Association) Vol. 52, no. 2 (2022), p. 511-537
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- Description: Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development. [Author abstract]
What do they do digitally? Identifying the home digital literacy practices of young children in Turkey
- Authors: Ozturk, Gulsah , Ohi, Sarah
- Date: 2022
- Type: Text , Journal article
- Relation: Early years Vol. 42, no. 2 (2022), p. 151-166
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- Description: Young children develop understandings about literacy from birth through experiences of print in their home environments. Today, written text is often present in children's homes in both print and digital forms. What kind of technologies are young children accessing at home and for what purposes? This paper discusses research findings from questionnaires completed by parents about the home digital literacy practices of 105 Turkish children aged 5-7 years and the nature of parental support for digital technology use at home. Parent interviews with five families further identified the technologies used, the children's repertoire of digital literacy practices and issues confronting parents about children's use of technology. The study revealed that children were actively engaged in multimodal practices through the use of digital technologies in play and learning in their homes. The main implications of this study are that it is important that educators be aware of children's existing digital home literacy practices as a foundation for further literacy learning and that parents may need support in understanding how technology use can contribute to children's literacy learning. Further research is warranted in this area.
Making #blacklivesmatter in universities: a viewpoint on social policy education
- Authors: Bennett, Bindi , Ravulo, Jioji , Ife, Jim , Gates, Trevor
- Date: 2021
- Type: Text , Journal article
- Relation: International journal of sociology and social policy Vol. 41, no. 11/12 (2021), p. 1257-1263
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- Description: Purpose The purpose of this viewpoint article is to consider the #BlackLivesMatter movement within the Aboriginal Australian struggle for equality, sovereignty and human rights. Indigenous sovereignty has been threatened throughout Australia's history of colonization. We provide a viewpoint and recommendations for social policy education and practice.Design/methodology/approach. We provide commentary and interpretation based upon the lived experience of Black, Indigenous and Other People of Color (BIPOC) co-authors, co-authors who are Allies, extant literature and practice wisdom as social policy educators. FindingsUniversities are sources of knowledge production, transmission and consumption within society. We provide critical recommendations for what social policy education within universities can address human rights and the #BlackLivesMatter movement.Originality/valueCulturally responsive inclusion for BIPOC has only just begun in Australia and globally within the context of the #BlackLivesMatter movement. This paper adds critical conversation and recommendations for what social policy programs might do better to achieve universities' teaching and learning missions.
Children's views on making and designing
- Authors: Hatzigianni, Maria , Stevenson, Michael , Bower, Matt , Falloon, Garry , Forbes, Anne
- Date: 2020
- Type: Text , Journal article
- Relation: European early childhood education research journal Vol. 28, no. 2 (2020), p. 286-300
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- Description: This paper will focus on children's views on their making and design capabilities. There is a paucity of research investigating learning in makerspaces particularly for younger children. Theoretical ideas based on constructionism (Papert), Vygotsky (socio-constructivism) and Dewey's pragmatic, inquiry based and reflective learning underpin this study. Fourteen group interviews were conducted with 34 young children (five to eight years old). Their responses were inductively and thematically analysed. Children provided rich insights into new pedagogical approaches, like makerspaces, and identified challenges with the use of the digital tools (3D App and 3D printers). Children enjoyed directing their own learning and viewed their experiences as creative. This research will advance knowledge on how makerspaces and design thinking skills can be integrated in early childhood and early primary education.
From digital literacy to digital competence: the teacher digital competency (TDC) framework
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Journal article
- Relation: Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
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- Description: Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.
Makerspaces pedagogy - supports and constraints during 3D design and 3D printing activities in primary schools
- Authors: Bower, Matt , Stevenson, Michael , Forbes, Anne , Falloon, Garry , Hatzigianni, Maria
- Date: 2020
- Type: Text , Journal article
- Relation: Educational media international Vol. 57, no. 1 (2020), p. 1-28
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- Description: Makerspaces have been heralded as an effective way to support the development of 21st Century and STEM capabilities, yet there is a paucity of systematic, multiple-case analysis to guide educator and researcher practice. This collective case study examined 24 primary school classroom contexts to understand what supports and constrains learning and teaching in technology-oriented makerspaces. Thematic analysis of 24 teacher in-situ reflective journals and focus group interviews of all teacher participants revealed 19 supports and 11 constraints, relating to pedagogy, task design, learner attributes, technological factors, the school environment, and teacher capabilities and beliefs. These were used to form an evidence-based framework for learning and teaching in makerspaces. Findings are discussed in relation to previous research which has tended to be anecdotal and based on single cases. Implications for future teaching, research and policy initiatives are also detailed.
Understanding K-12 STEM Education: a Framework for Developing STEM Literacy
- Authors: Falloon, Garry , Hatzigianni, Maria , Bower, Matt , Forbes, Anne , Stevenson, Michael
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of science education and technology Vol. 29, no. 3 (2020), p. 369-385
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- Description: In recent years, arguments have signalled the value of STEM education for building discipline knowledge and an array of capabilities, skills and dispositions, aligned with the needs of young people functioning productively and ethically in dynamic, complex and challenging future work, social and political environments. This combination has been termed STEM literacy and positioned as a desired outcome from STEM education programs. However, knowledge is limited on ways this can be developed in K-12 schools. This article introduces a framework that conceptualises the integrated nature of the characteristics of STEM education. It identifies and maps key characteristics of STEM education, recognising different entry points, curriculum designs and pedagogical strategies for school programs. The framework provides practical guidance for planning and implementing STEM education in schools.
Push or pull? Unpacking the social compensation hypothesis of Internet use in an educational context
- Authors: Grieve, Rachel , Kemp, Nenagh , Norris, Kimberley , Padgett, Christine
- Date: 2017
- Type: Text , Journal article
- Relation: Computers and education Vol. 109, no. (2017), p. 1-10
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- Description: Individual differences such as social anxiety and extraversion have been shown to influence education outcomes. However, there has been limited investigation of the relationship between individual differences and attitudes towards online and offline learning. This study aimed to investigate for the first time how social anxiety and extraversion influence student attitudes to online and offline learning, specifically in relation to tertiary level practical activities. Based on the social compensation hypothesis, it was predicted that students with higher levels of extraversion and lower levels of social anxiety would report more favourable attitudes to face-to-face learning activities. It was further predicted that less extraverted and more socially anxious students would have more favourable attitudes to online learning activities. Undergraduate students (N = 322, 67% female) completed the HEXACO-60 personality inventory, the Mini Social Phobia Inventory, and measures of attitudes towards online and offline activities. Two hierarchical multiple regressions were conducted. The first revealed that neither extraversion nor social anxiety contributed significantly to preference for online practical activities. The second regression revealed that greater emotionality, greater extraversion, greater conscientiousness, and lower levels of social anxiety were associated with more favourable attitudes towards face-to-face practical activities. In contrast to predictions, extraversion and social anxiety did not significantly contribute to attitudes to online learning activities. However, in line with predictions, greater extraversion and lower levels of social anxiety were associated with more favourable attitudes towards face-to-face practical activities. These findings indicate that online learning activities have limited compensatory effects for students who experience social discomfort, and that the social compensation hypothesis may apply within an educational framework, but in unexpected ways. •Applies the social compensation hypothesis of Internet use as a theoretical paradigm.•Examines role of social anxiety (SA) and extraversion in online and offline learning.•Extraversion and SA not associated with attitudes to online activities.•Extraversion and low SA positively predict face-to-face activity attitudes.•Online learning has limited compensatory effects for socially anxious students.