Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis.
Background: Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology‐driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technol...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 19 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183981462&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981462 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981462 183981462 183981462 10.1111/jcal.13114 183981462 ppf: 1 ppct: 18 formats: tig: atl: Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis. aug: au: Niinimäki, Niina Sormunen, Kati Seitamaa‐Hakkarainen, Pirita Davies, Sini Kangas, Kaiju affil: Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland sug: subj: Technology Education Textiles Education Learning Methods Evaluation Students, Middle School Students, High School Collaboration Outcomes of Education Human Finland Female Male Schools, Secondary Systems Analysis Teaching Methods Videorecording Professional Competence Coding Computer-Assisted Instruction Mann-Whitney U Test Data Analysis Software Descriptive Statistics Funding Source Female Male ab: Background: Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology‐driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technologies, which provide the means for students' creative activities. However, research is scarce on how maker education promotes students' technological competence and how students develop different features of that competence. Objectives: This study investigates the learning of technological competence in formal education collaborative maker projects focusing on designing and making electronic textiles (e‐textiles). Methods: The data consisted of student teams' discourse from classroom video data, in which five 7th‐grade student teams (3–6 students/team, 13‐ to 14‐year‐olds) were engaged in designing and making e‐textiles. Their discourse was categorised into five technology dimensions—crafting, designing, engineering, programming, and documenting—and epistemic network analysis was used to model the co‐occurrences of the dimensions. Results and Conclusions: All five technology dimensions were present in four of the five teams, but the learning outcomes—that is, the emphasis and connections of the dimensions—varied between the teams. Learning was promoted when technology was used as means for joint construction of knowledge objects but hindered when viewed only as tool for task execution. The results indicate that collaborative maker projects enable the learning of comprehensive technological competence including knowledge and skills related to both digital and traditional technologies. However, implementing a maker project in schools is insufficient to guarantee that all technology dimensions will be addressed. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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