Exploring Instructor Perceptions of Digital and Non-Digital Technologies in Maker Spaces

Title: “Exploring Instructor Percpetions of Digital and Non-Digital Technologies in Maker Spaces”

About the Proposal: This is a qualitative study case study with interviews from 50 instructors in the Chicagoland area at a summer camp for K-12. Over the summer a Maker Space curriculum was created and the came was equipped with state-of-the art technologies. The goal of the study is to determine if the camp instructors saw higher levels of engagement, ect. with daily activities that used ditial technologies versus daily activities that did not use digital technologies. 

Working Dissertation Topic: Exploring Instructor Perceptions of Digital and Non-Digital Technologies in Maker Spaces

Introduction

This qualitative case study aims to explore the perceptions of instructors regarding the effectiveness of digital and non-digital technologies in a Maker Space curriculum implemented at a summer camp for K-12 students in the Chicagoland area. With the growing emphasis on technology integration in education, understanding how instructors perceive the engagement and learning outcomes associated with these technologies is crucial.

Background

The summer camp implemented a Maker Space curriculum, equipped with state-of-the-art technologies, including 3D printers, laser cutters, and robotics, alongside traditional tools such as hand tools and craft materials. This study will examine the extent to which instructors observed differences in student engagement and learning outcomes when using digital versus non-digital technologies.

Research Questions

1. How do instructors perceive the impact of digital technologies on student engagement in Maker Space activities?
2. How do instructors perceive the impact of non-digital technologies on student engagement in Maker Space activities?
3. What are the instructors’ overall preferences and experiences with digital versus non-digital technologies in fostering student learning and creativity?

Methodology

This study will employ a qualitative case study approach, utilizing semi-structured interviews with 50 instructors from the summer camp. The sample will include a diverse group of educators with varying levels of experience in both digital and non-digital Maker Space activities.

Data Collection:

• Interviews: Conduct in-depth, semi-structured interviews to gather rich, qualitative data on instructors’ perceptions and experiences.
• Duration: Each interview will last approximately 30-45 minutes.
• Recording and Transcription: Interviews will be recorded (with consent) and transcribed for analysis.

Data Analysis:

• Thematic analysis will be employed to identify key themes and patterns in the instructors’ responses regarding their perceptions of engagement and effectiveness of the technologies used.

Theoretical Framework

This study will be grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK emphasizes the interplay between technology, pedagogy, and content knowledge, highlighting how instructors integrate these elements to enhance learning.

1. Technology Knowledge (TK): Understanding of digital and non-digital tools available in Maker Spaces.
2. Pedagogical Knowledge (PK): Strategies and methods used by instructors to engage students in learning.
3. Content Knowledge (CK): Knowledge of the Maker Space curriculum and its objectives.

Expected Outcomes:

This research aims to provide valuable insights into the perceptions of instructors regarding the role of digital and non-digital technologies in Maker Spaces. Findings will contribute to the understanding of effective teaching practices and inform future curriculum development, ultimately enhancing the educational experiences of K-12 students in Maker Space environments.

References

(Include relevant literature on Maker Spaces, technology in education, TPACK framework, and qualitative research methodologies.)

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Digital Technologies in Makerspaces

1. Examples:

   • 3D printers
   • Laser cutters
   • CNC machines
   • Electronics (microcontrollers like Arduino or Raspberry Pi)
   • Computers and software for design (CAD, programming)
   • Digital fabrication tools

2. Characteristics:

   • Interactivity: Digital tools often allow for real-time manipulation and iteration of designs, fostering creativity and experimentation.
   • Precision: Digital technologies enable high precision in fabrication and prototyping, which is essential for complex projects.
   • Integration: They can often be integrated with coding and robotics, promoting STEM skills alongside creative expression.
   • Collaboration: Many digital platforms support collaborative projects, allowing users to share designs and ideas online.

3. Learning Outcomes:

   • Skills in programming, digital design, and technical troubleshooting.
   • Understanding of digital fabrication processes and tools.
   • Exposure to emerging technologies and trends in innovation.

Non-Digital Technologies in Makerspaces

1. Examples:

   • Hand tools (saws, hammers, drills)
   • Craft materials (paper, fabric, wood)
   • Traditional art supplies (paints, markers, clay)
   • Mechanical assembly kits (like LEGO or K’NEX)
   • Low-tech construction materials

2. Characteristics:

   • Tactile Experience: Non-digital tools often provide a hands-on experience that enhances fine motor skills and creativity.
   • Simplicity: They can be easier to use and more accessible for younger or less tech-savvy participants.
   • Collaboration and Community: Non-digital projects often foster face-to-face collaboration, enhancing social interaction and teamwork.

3. Learning Outcomes:

   • Skills in manual craftsmanship, design thinking, and problem-solving.
   • Understanding of basic construction principles and material properties.
   • Encouragement of creativity through exploration and experimentation without the constraints of technology.