Makers, Coders, and Creators: Preservice Teachers’ Reflections on a Shifting Pedagogy.

Virtual Paper ID: 56447
  1. aaa
    Lorraine Beaudin
    University of Lethbridge
  2. Rebecca Molyneaux
    University of Lethbridge

Abstract: In a digital world, powered by ubiquitous computing and demand-driven learning, there is a need to expand our vision of pedagogy so that learners become active participants and co-producers rather than passive consumers of content, and that learning processes are participatory and social (McLoughlin & Lee, 2008b). It is also important for pre-service teachers (PSTs) to understand and gain experience in that changing pedagogy. Training PSTs to reflect on their own experiences while learning about, and with, emerging technological tools may help them become aware of the need for a shifting pedagogy. The present exploratory work summarizes 79 PSTs’ reflections on makerspace, coding, and video creations assignments. Specifically, PSTs were asked to reflect on how their course experiences aligned with a shifting pedagogy - a pedagogy that focused on the 3 P’s of pedagogy (personalization, participation, and productivity) as outlined by McLoughlin and Lee (2008a). The instructional approach was consistent with Lu and Lei’s (2012) concept of behavioural and cognitive modelling - not only demonstrating the use of technology but also explaining the thought process behind its usage. Our presentation will provide a clear overview of the various assignments and explore PSTs’ reflections as they align with McLoughlin and Lee’s 3 P’s of Pedagogy (2008b) and Alberta Education’s Core Competencies (2016).


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