Learning About Makerspaces: Professional Development with K-12 Inservice Educators
Learning About Makerspaces: Professional Development with K-12 Inservice Educators
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了解创客空间：与 K-12 在职教育工作者一起进行专业发展
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Cassandra Scharber
中科院分区：
文献类型：
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作者：
Lana Peterson;Cassandra Scharber
抽象标记空间是一种最新的教育运动，它可能会扰乱“学校语法”。Makerspace可能会改变学校使用技术的方式；改变学校参与学习和教学的方式；改变在学校很重要的学习形式。然而，如果没有刻意的专业学习和规划，新技术工具的魅力可能会盖过教育学在创客空间中的重要性。我们分享了我们在K-12学校进行MakerSpace专业学习的方法，该方法改编自Frank等人的方法。《聚焦、小提琴和朋友》关于知识在学校内传播的框架。我们的工作坊侧重于教与学策略、模型制作教学法、让教育者接触当前的技术工具，以及价值游戏。
Abstract Makerspaces are the latest educational movement that may disrupt the “grammar of schooling.” Makerspaces may change the ways schools use technology; change the ways schools engage in learning and teaching; and change the forms of learning that count in schools. However, without deliberate professional learning and planning, the glamor of new tech tools can overshadow the importance of pedagogy within makerspaces. We share our approach to makerspace professional learning in K–12 schools, which is adapted from the Frank et al. “Focus, Fiddle, and Friends” framework on knowledge diffusion within schools. Our workshops focus on teaching and learning strategies, model making pedagogy, expose educators to current technology tools, and value play.