Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study.

Impacts of Maker Technologies on Classroom Learning Outcomes

Introduction

• The integration of maker activities in classrooms enhances equitable participation in learning.

• Teachers need adequate preparation with knowledge and skills for effective incorporation of maker technologies.

• This study compares learning outcomes in science when using maker technology versus standard curriculum in 9th-grade classes.

• Results indicate better learning outcomes through maker technology instruction.

Background

• Maker Movement: Focuses on hands-on, interest-driven STEM learning, typically outside of school settings (museums, libraries).

• Challenges: Critics argue it promotes narrow scopes and reinforces stereotypes about who engages in STEM fields.

• Access Barriers: Limited resources (knowledge, transportation) restrict participation in making activities, necessitating classroom integration of maker education.

Importance of Classroom Integration

• Standard-aligned projects and curriculum are crucial for effective maker integration in schools.

• Classroom-based making offers equitable STEM participation for all students.

• Limited research exists on the impact of making in classroom environments.

Learning Outcomes of Maker Technologies

Constructivist Approach

• Learning through Making: Emphasizes creating artifacts that bridge physical and digital aspects of learning.

• Effective in K-12 education as it aligns with multiple standards (NGSS) including computational thinking.

• Distinction between Project-Based Learning (PBL) and making; making often provides a sense of permanence to learners.

• E-textiles as a specific form of making has been shown to enhance understanding of complex scientific concepts (e.g., energy transfer, circuitry).

Benefits of E-textiles in Classroom

• Promotes students’ interest and engagement with science content, increasing content knowledge and mastery.

• Affords students opportunities for creativity and autonomy in learning.

• E-textiles help students adopt new STEM identities and relate computing more personally to their lives.

Research Questions

• Examines the impact of e-textiles and making projects on students' learning outcomes compared to standard instruction.

• Investigates teacher perceptions regarding instruction with maker technologies.

• Hypothesis: Students engaging in making activities will show greater pre-post gains in learning assessments.

Methodology

Study Design

• Mixed Methods: Combines quantitative (quasi-experimental research) and qualitative (interviews with teachers) approaches to provide comprehensive analysis.

Participants

• 219 ninth-grade students from American Western Educational School (AWES).

• Students divided into standard instruction (123 students) and e-textiles (96 students).

Instructional Context

• E-textiles Curriculum: Students create artifacts using conductive materials and programming, combining creativity with scientific rigor.

• Standard classroom curriculum compared with no instructional design by the participating teacher, Ms. Adams.

Professional Development (PD) for Teachers

• Two-stage PD: Initial training on content and specific maker projects, followed by support visits to reinforce practices in the classroom.

• PD aimed to familiarize teachers with instructions that could lead to enhanced student outcomes.

Data Collection and Analysis

Student Assessments

• Pre- and post-tests on electricity and circuit concepts using the DIRECT test, evaluating understanding and application of key principles.

Qualitative Interviews

• Conducted regular interviews with Ms. Adams, focusing on her experiences and reflections on both standard and e-textiles instructional approaches.

Findings

Quantitative Results

• Data Analysis: Significant improvements in student learning outcomes were observed for those using the e-textiles curriculum compared to standard methods.

Qualitative Insights

• Teacher reported increased confidence post-PD and notable student enthusiasm in maker-based learning.

• Enhanced relationships and student collaboration observed within the classroom environment; positive impact on students who previously struggled academically.

• Challenges such as resource management, time constraints, and classroom organization noted.

Summary of Findings

• E-textiles instruction led to improved mastery of scientific content and increased student engagement.

• Teacher embraced the creativity and personal investment of students through the making process.

• Positive learning experiences outweigh logistical challenges faced in managing maker technologies in classrooms.

Conclusion and Implications

• Maker technologies, such as e-textiles, yield significant improvements over traditional learning experiences.

• New teachers gain confidence and student success through making activities, suggesting pathways for teacher retention in education.

• Future research opportunities should focus on enhancing the feasibility of integrating maker activities in standard curricula.