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Journal of Research on Technology in Education Volume 53, 2021 - Issue 3
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Research Article

Examining K–12 teacher learning in a makerspace through the activity–identity–community framework

W. Monty Jonesa Department of Teaching and Learning, School of Education, Virginia Commonwealth University, Richmond, VA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4797-7922View further author information
ORCID Icon,
Matt Caratacheaa Department of Teaching and Learning, School of Education, Virginia Commonwealth University, Richmond, VA, USAView further author information
,
Micheal Schada Department of Teaching and Learning, School of Education, Virginia Commonwealth University, Richmond, VA, USAORCID Iconhttps://orcid.org/0000-0001-9571-1910View further author information
ORCID Icon &
Jonathan D. Cohenb Department of Learning Sciences, College of Education & Human Development, Georgia State University, Atlanta, GA, USAView further author information
Pages 317-332 | Received 13 Dec 2019, Accepted 23 May 2020, Published online: 23 Jun 2020

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Mark E. Petrovich, Amanda Barany, Mamta Shah & Aroutis Foster. (2022) Identity exploration for maker educators: constructing meaning in after-school environmental science. Journal of Research on Technology in Education 54:4, pages 535-556.
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Sara C. Heredia & Edna Tan. (2021) Teaching & learning in makerspaces: equipping teachers to become justice-oriented maker-educators. The Journal of Educational Research 114:2, pages 171-182.
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Colby Tofel-Grehl, David Feldon, Soojeong Jeong, Kristin Searle, Tyler Hansen & Brenda Bennett. Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study. The Journal of Educational Research 0:0, pages 1-8.
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