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]
Description:
Emerging evidence highlights the potential of mobile and tablet technologies such as the Apple iPad in facilitating more productive learning processes and outcomes in formal contexts. Very little research has however been conducted in the New Zealand context, especially in early childhood settings. This study is aimed at understanding the nature of the talk young children (3 and a half to 5 year olds) engaged in while using the iPad for free exploration and play in small group settings with teacher guidance. Data was collected from eight observations (one hour to one and half hours long) of child-directed iPad use (video and audio recordings and photographs). Analysis of the data was based on an adaptation of Mercer's (1994) ‘talk types' framework which discriminates between cumulative, exploratory and disputational talk. Findings indicated that children used different kinds of talk to support one another's attempts to work through an app on the iPad. The iPad further afforded a unique potential as a shared, public learning device, and enabled young children's ease of sharing content and working together. Additionally, teacher-child talk was crucial in children realising the iPad's potential, reminding ground rules for working with the iPad, supporting developing literacy and numeracy ideas when working on iPad apps, and acknowledging children’s success. Teachers therefore play an important role in scaffolding young children's ability to develop talk strategies valuable to their learning and exploration with the iPad in the ECE contexts.
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.
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.
Description:
The maker movement, expansion of makerspaces in schools and design activities utilising 3D apps and 3D printing technologies, allow educators to foster creativity through play and experimentation. However, little research exists to inform practice in makerspaces, particularly with young children, under eight years of age. This study adopted constructivist-referred methodology and examined how thirty-four children from Kindergarten to Grade 2 classrooms (5–8 year olds, three classrooms) designed and printed 3D objects using tablet devices, 3D printers, physical materials and IDEO’s five-stage design thinking model. Primary data comprised video screen recordings from separate episodes of pairs of children working together. Across the 16 h of analysed video, different manifestations of design thinking were observed. A range of makerspaces activities invoked creative, critical thinking, problem solving and decision-making skills, aligning with the IDEO design process. This study opens a powerful new door to rich learning potential for young children engaging in maker activities, and paves the way for teachers of young children to explore innovative approaches such as a design thinking, in their everyday practice.
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.
Description:
One of the challenges of researching mobile devices in educational settings is gathering authentic data that provides a holistic and accurate picture of how children interact with apps, and each other, as they complete learning tasks. While device portability can be a significant advantage for children wishing to work in different spaces or with others, for researchers this mobility poses problems, especially when it comes to gathering data from children using multiple devices in whole-class or large group activities. This chapter discusses use of an innovative iPad display capture tool in a range of studies involving young children in a New Zealand school. It details the tool’s functionality and operation, and how the data it captured was analysed and interpreted. While the tool provided unique insights into the children’s device-related activities away from the eyes of the teachers, it also raised a number of ethical challenges and dilemmas arising from its invisibility and ‘surveilling’ nature, and the potential for it to capture ‘grey’ data that may be of a personal or confidential nature. The chapter discusses these issues, and makes recommendations for researchers considering using data capture systems of this nature.
Description:
Technology-based simulation use in science education is not new, with the first studies exploring their efficacy dating back to the early 1980s. However, almost all this work has been undertaken with college or university students. Very little is presently known about how or what young students learn from simulations, and if the benefits associated with older student and adult use of simulations hold true in early years learning. This chapter summarises findings of two related studies investigating animated simulation use with 5 year olds. The first explored knowledge-building and transfer across four simulations introducing a range of electrical circuit designs and concepts, while the second investigated the students’ ability to transfer this to equivalent, ‘real world’ tasks. Results were mixed, with data indicating basic procedural knowledge development and transfer within and between the simulations and to a lesser extent to the equipment tasks, but limited conceptual development and transfer. Data also signalled issues with how some students interpreted concepts through visual representations, with some appearing to encourage common misconceptions. While evidence was found supporting simulations for general thinking skill development, teachers using them with young students need to be mindful of their role in scaffolding concept-building, to ensure robust and accurate knowledge construction.
Description:
Technology-based simulation use in science education is not new, with the first studies exploring their efficacy dating back to the early 1980s. However, almost all this work has been undertaken with college or university students. Very little is presently known about how or what young students learn from simulations, and if the benefits associated with older student and adult use of simulations hold true in early years learning. This chapter summarises findings of two related studies investigating animated simulation use with 5 year olds. The first explored knowledge-building and transfer across four simulations introducing a range of electrical circuit designs and concepts, while the second investigated the students’ ability to transfer this to equivalent, ‘real world’ tasks. Results were mixed, with data indicating basic procedural knowledge development and transfer within and between the simulations and to a lesser extent to the equipment tasks, but limited conceptual development and transfer. Data also signalled issues with how some students interpreted concepts through visual representations, with some appearing to encourage common misconceptions. While evidence was found supporting simulations for general thinking skill development, teachers using them with young students need to be mindful of their role in scaffolding concept-building, to ensure robust and accurate knowledge construction.
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.
Description:
THEME: Engaging students in STEM education BACKGROUND AND AIMS In recent years, many schools have developed Makerspaces as a means of fostering students’ STEM-related knowledge and skills. Typically, activities in these spaces involve students in practical work designing and creating artefacts, models and mock ups responding to problems, needs and opportunities, often working collaboratively using a range of materials, tools and equipment. Much literature associates these activities with developing STEM discipline conceptual knowledge and a variety of so-called ‘21St Century’ competencies such as problem solving, critical and creative thinking, teamwork, communication and other social skills.
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.
Description:
Improving young people's engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations' economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals' and teachers' 'proximal processes and developmental assets' in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.
Description:
The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the
Description:
The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the
Description:
The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.
Description:
The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.