Digital technologies in teacher education: From mythologies to making

building-bridgesI am pleased to announce the publication of a new book edited by Clare Kosnik, Simone White, Clive Beck, Bethan Marshall, A. Lin Goodwin, and Jean Murray entitled Building bridges: Rethinking literacy teacher education in a digital era.

This book emerged from presentations made at a working conference in London in 2014. I was honoured to be a part of both the conference and this book. My own chapter provides a conceptual overview of some of the tensions and challenges of the concept of digital technologies in teacher education. It concludes with some ideas from my Maker Pedagogy project.

Sense Publishers always provides a free preview of the first chapter of books that it publishes, and that means anyone can download my chapter for free by clicking here.

My sincere thanks to the editorial team for their hard work and particularly to Clare Kosnik for inviting me to be a part of her research into digital technologies several years ago, even before this project started. You should check out her blog at: https://literacyteaching.net/

Bullock, S. M. (2016). Digital technologies in teacher education: From mythologies to making. In C. Kosnik, S. White, C. Beck, B. Marshall, A. L. Goodwin, & J. Murray (Eds.), Building bridges: Rethinking literacy teacher education in a digital era (pp. 3–16). Rotterdam, The Netherlands: Sense Publishers.

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Maker pedagogy and science teacher education

We are pleased to announced the first publication from our research program, published in a special issue of the Journal of the Canadian Association for Curriculum Studies. The piece is conceptual and considers some of the opportunities and challenges to adopting what we have defined as maker pedagogy in science education.

We are committed to publishing a portion of our work in open access format and are pleased to state that the article is freely available at:

http://www.jcacs.com/#!v13-1-bullocksastor/cut

The abstract:

Making is a process that people engage in to design, create, and develop things that are of value and use to them personally or for their community. The recent popular (and sometimes commercial) Maker Movement is rooted in making and traces its lineage from a variety of historical precedents, including ancient traditions of arts and crafts fairs, tinkering and inventing using analog technologies, and hacking and programing with digital technologies. So-called “Maker Spaces” often function as co-ops that allow people to come together to build things, share expensive tools, and learn skills from one another. In this article, we will use the maker movement as a catalyst to reveal both some perennial challenges of and potential ways forward for curriculum studies of science and technology teacher education. In particular, we suggest that maker pedagogy, an approach to working with teacher candidates drawing from principles in the maker movement represents a potentially useful way forward in engaging teacher candidates in thinking about curriculum and working with students.

Citation Information:

Bullock, S. M., & Sator, A. J. (2015). Maker pedagogy and science teacher education. Journal of the Canadian Association for Curriculum Studies, 13(1), 61–87.

What is maker pedagogy? Some early thoughts…

So what do we mean by “Maker Pedagogy”? Well, in part that is just what our research project intends to explore. Recent popular interest in the Maker movement is largely the result of affordable yet powerful technologies such as small, modular electronics, the open-source software movement, 3D printers, and a host of online, collaboratively created instructions for fixing and re-purposing common technologies. There is little academic literature on the topic, particularly with respect to role that Maker sensibilities might play in teacher education. My starting definition for maker pedagogy is:

Maker Pedagogy is an approach that utilizes the principles of ethical hacking (i.e., deconstructing existing technology for the purpose of creating knowledge), adapting (i.e., the freedom to use a technology for new purposes), designing (i.e., selecting components and ideas to solve problems), and creating (i.e., archiving contextual knowledge obtained through engaging in the process of making, as well as the actual tangible products) as part of an overall way of working with those interested in learning about science and technology. (Bullock, 2014)

This research project hopes to bring these principles of Maker thinking to the foreground in science teacher education, both in a pre-service program and in the early years of a career. I believe Maker principles need to be introduced more explicitly in K-12 science education and that science teacher education is a promising venue for beginning this work. Typically, school is focused on acquiring propositional knowledge, mastering skills, and sometimes developing particular habits of mind. Except for the comparatively few visual arts and broad-based technology courses that continue to survive despite repeated budget cuts, schools are typically not places where children make things. This situation is particularly strange in the secondary science classroom, given that many students enroll in science courses with the ostensible goal of enrolling in engineering programs in university. It is possible, indeed likely, that many first-year engineering and science students have never had a formal opportunity to “make” something.

In this research project, I hope to provide participants with the opportunity to construct and extend professional knowledge about teaching science by building technological artifacts in a Maker Space created in their teacher education program. Among other things, I hope that participants learn more about fields such as robotics, engineering, applied physics, and computer programming and consider the ways in which these fields might play a role in their pedagogy. Our Maker Space will be an ad hoc place where participants come together, at pre-arranged times, in a classroom to work through technological projects designed to introduce them to the Maker ethos. Our team will focus on how new science teachers construct knowledge from experiences in a Maker Space. My hope is that this space, introduced in the relatively safe context of a teacher education program, will provide a touchstone for pedagogy and professional development in the often-tumultuous early experiences of teaching.