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The Engineering Education Maker Identity Project: Process and Tools as Boundary Objects within Cross-Disciplinary Collaboration
PROCEEDING

, , , , Texas State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This brief paper highlights the impact of a semester-long makerspace experience focused on cross-disciplinary collaboration by specifically addressing the preliminary findings from in-/pre-service teacher participants. As a subset of a larger study, we use preliminary analysis of weekly reflective journals and the Engineering Design Self-Efficacy survey instrument to examine how in-/pre-service teachers’ maker identity changes over time. Through the theoretical lens of boundary objects (Star & Griesemer, 1989), preliminary results show how participants appropriate and recontextualize the value, goals, and meanings of both a) the engineering design process and b) digital fabrication/maker tools within the context of K-12 learning environments.

Citation

Smith, S., Talley, K., Ortiz, A. & Sriraman, V. (2017). The Engineering Education Maker Identity Project: Process and Tools as Boundary Objects within Cross-Disciplinary Collaboration. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1365-1371). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 17, 2019 from .

Slides