First Advisor

Williams, Mia K.

Document Type

Dissertation

Date Created

8-2017

Department

College of Education and Behavioral Sciences, Educational Technology Programs, Ed Tech Student Work

Embargo Date

11-7-2019

Abstract

This study examined makerspace instructor’s pedagogical practices and how these influenced learning within the space. Three different Makerspaces located in a library and K-12 were selected and studied. The instructors teaching within these spaces were observed, interviewed and artifacts collected. Preliminary results showed that the pedagogical practices of Makerspace instructors were in line with constructivist, framework for 21st century learning and constructionism theoretical framework. These results further showed that making and tinkering in the makerspace does contribute to learning if we define learning from the lenses of constructivist, framework for 21st century learning and constructionism framework. This study has several implications on education, learning through making and tinkering, on understanding Makerspace instructors and how their pedagogical practices are influencing students learning. In addition, administrators must provide support for teachers teaching in Makerspaces if they are to succeed in instilling the maker mindset.

Keywords

Makerspaces; Makerspaces in libraries; Educational technology

Extent

174 pages

Local Identifiers

Otieno_unco_0161D_10599

Rights Statement

Copyright is held by the author.

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