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ERIC Number: EJ1255937
Record Type: Journal
Publication Date: 2020
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1528-5804
EISSN: N/A
Electrifying: One Teacher's Discursive and Instructional Changes through Engagement in E-Textiles to Teach Science Content
Tofel-Grehl, Colby; Jex, Eliza; Searle, Kristin; Ball, Douglas; Zhao, Xin; Burnell, Georgia
Contemporary Issues in Technology and Teacher Education (CITE Journal), v20 n2 2020
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, 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. This study shares outcomes from analyses of one teacher's first engagement with teaching eighth-grade science through e-textiles. Four of his classes were taught using his traditional science curriculum while four of his classes were taught with an equivalently designed e-textiles curriculum. Findings indicated 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.
Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1542801