University of Oulu

Teachers’ and educator’s perceptions and experiences of maker education : readiness, attitudes, and challenges

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Author: Malik, Jawad1
Organizations: 1University of Oulu, Faculty of Education, Educational Sciences
Format: ebook
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.6 MB)
Pages: 68
Persistent link: http://urn.fi/URN:NBN:fi:oulu-202108248923
Language: English
Published: Oulu : J. Malik, 2021
Publish Date: 2021-08-24
Thesis type: Master's thesis
Tutor: Siklander, Pirkko
Laru, Jari
Reviewer: Malmberg, Jonna
Laru, Jari
Description:

Abstract

Maker education can be recognized as one of the most recent and autonomous learning strategy which helps the students to explore themselves in different ways while polishing a particular skill in their way. This study aims to identify the perceptions and experiences of teachers and educators towards the use of maker education while evaluating their technical readiness towards the use of resources, their attitude towards maker education, and lastly, explaining the challenges which teachers are facing in the current scenario regarding the maker education activities. This research study is based on Qualitative analysis, as it is going to investigate the quality of certain perspectives and particular situations while aiming for an in-depth analysis of the situation regarding maker education. The data collection tool being selected was the survey Questionnaire, which was distributed to 14 university teachers and educators while focusing on various international educational setups. The targeted audience for this research belongs to Finland, the University of Oulu, and the University of Helsinki. But the most distinguished and amazing aspect of this research was to get involved with two professors from the University of Copenhagen (Denmark), the University of Malmo (Sweden), and Omnia (Estonia).

The research finding indicates that time management during activities was found to be a challenge for the educators, as teachers were mostly new to digital fabrication and they needed time to incorporate maker education activities in the educational curriculum. As far as the teacher’s interest towards the integration of maker education into pedagogical education is concerned, most of them were found in favor of aligning the maker spaces with the professional standards for teachers. Computational and digital learning is found to be an area, where some of the teachers need to learn these skills to implement digital fabrication in maker spaces. As far as the pedagogical integration of curriculum and maker activities is concerned, all the respondents were found to be very optimistic and agreed towards the successful integration, as many of them were already using this technique in their particular subject method. A positive attitude can be seen from teachers and the challenges can be resolved with a little effort from both sides either it is the management or the educators.

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