Source: Journal of Technology and Teacher Education Volume 25, Number 1, January 2017
This study reports on the extent to which teacher education programs in the United States have begun to integrate maker principles and technologies. It also explores the factors which contribute to their decisions to include or not to include maker elements into their programs.
Results indicate that approximately half of teacher education programs have at least some opportunities for undergraduates and graduates to learn about teaching and learning with maker technologies and principles. There is also desire among programs to increase these opportunities, as well as their maker technology infrastructure.