Electrifying: One Teacher’s Discursive and Instructional Changes through Engagement in E-textiles to Teach Science Content
Colby Tofel-Grehl, Eliza Jex, Kristin Searle, Douglas Ball, Utah State University, United States ; Xin Zhao, Weber State University, United States ; Georgia Burnell, Utah State University, United States
CITE Journal Volume 20, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper shares findings from the first of its kind quasi-experimental mixed methods study exploring the potential impacts on teacher instruction through engagement with making and e-textiles. Because engagement in hands-on inquiry has demonstrated strong promise for increasing student interest and engagement in STEM careers (Gibson & Chase, 2002; Kong et al. 2014; Lazonder & Harmsen, 2016), finding curricular approaches that engage students in project-based learning remains important. As such, the Maker Movement and making has gained traction as a possible effort to improve such outcomes (Halverson & Sheridan, 2014).
Our study shares outcomes from analyses of one teacher’s first engagement with teaching 8th grade science through e-textiles. Four of the classes he teaches were taught using his traditional science curriculum while four of the classes were taught with an equivalently designed e-textiles curriculum. Findings indicate that his instruction during e-textiles classes was different in terms of classroom discourse opportunities and engagement. Specifically, students taught in classes with e-textile were afforded more opportunities to engage their own questions with the teacher and engage on a more personal level with him.
Tofel-Grehl, C., Jex, E., Searle, K., Ball, D., Zhao, X. & Burnell, G. (2020). Electrifying: One Teacher’s Discursive and Instructional Changes through Engagement in E-textiles to Teach Science Content. Contemporary Issues in Technology and Teacher Education, 20(2), 293-314. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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