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Taking Making Into the Schools: An Immersive Professional Development Approach

Taking Making Into the Schools: An Immersive Professional Development Approach

Susan E. Crichton, Deb Carter
Copyright: © 2016 |Pages: 27
ISBN13: 9781466696242|ISBN10: 1466696249|EISBN13: 9781466696259
DOI: 10.4018/978-1-4666-9624-2.ch088
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MLA

Crichton, Susan E., and Deb Carter. "Taking Making Into the Schools: An Immersive Professional Development Approach." Leadership and Personnel Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 1982-2008. https://doi.org/10.4018/978-1-4666-9624-2.ch088

APA

Crichton, S. E. & Carter, D. (2016). Taking Making Into the Schools: An Immersive Professional Development Approach. In I. Management Association (Ed.), Leadership and Personnel Management: Concepts, Methodologies, Tools, and Applications (pp. 1982-2008). IGI Global. https://doi.org/10.4018/978-1-4666-9624-2.ch088

Chicago

Crichton, Susan E., and Deb Carter. "Taking Making Into the Schools: An Immersive Professional Development Approach." In Leadership and Personnel Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1982-2008. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9624-2.ch088

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Abstract

This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.

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