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MakerSpaces in schools : Networked learning among teachers to support curriculum-driven pupil learning in programming

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Publication Details

Author list: Jaldemark, Jimmy

Publisher: Springer

Publication year: 2019

Book title (if part of a book): Networked professional learning : Emerging and equitable discourses for professional development

Start page: 223

End page: 237

Number of pages: 15

ISBN: 978-3-030-18030-0

DOI: http://dx.doi.org/10.1007/978-3-030-18030-0_13


Abstract

In recent years, many countries have introduced programming as content in their national educational strategies. This study focused on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross-disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e., how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focuses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.


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