Preservice Teachers' Beliefs About Using Maker Activities in Formal K-12 Educational Settings: A Multi-Institutional Study

Abstract

This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K–12 educational environments. Data were collected from 16 focus groups conducted during the workshops in spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to assist teacher preparation programs in preparing their students to implement maker tools and strategies in their future classrooms. Participants expressed favorable attitudes toward implementing maker activities in their future classrooms and noted these tools and activities aligned with instructional strategies encouraged in their teacher preparation programs, including problem-based learning, inquiry learning, and hands-on learning activities, but noted several perceived barriers such as access to resources and working with reluctant peers and administrators.

Keywords:

• maker tools
• preservice teachers
• Theory of Planned Behavior

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Additional information

Notes on contributors

W. Monty Jones

W. Monty Jones is an assistant professor in the Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. Please address correspondence regarding this article to W. Monty Jones, Virginia Commonwealth University, School of Education, 1015 West Main Street, Richmond, VA 23284, USA. E-mail: [email protected].

Shaunna Smith

Shaunna Smith is an assistant professor in the Department of Curriculum & Instruction in the College of Education at Texas State University.

Jonathan Cohen

Jonathan Cohen is an assistant professor in the Learning Technologies Division of the College of Education and Human Development at Georgia State University.