Papers by Kelly Jurkowski
Experts describe maker education as activities relating to the construction of artifacts that enc... more Experts describe maker education as activities relating to the construction of artifacts that encourage learning through teamwork, problem-solving, and innovation. Teachers in recent years have been turning to maker-centered learning strategies to develop 21st century skills along with emphasizing strong content knowledge focusing on creation and creativity. Previous maker-based learning research focused primarily on the technology and tools associated with these activities; however, little research exists on the teachers' involvement with these learning strategies. The purpose of this phenomenological study was to explore the experiences of teachers currently using maker-centered learning strategies as an instructional practice in grade 5-12 classrooms. Based on the idea of constructing knowledge through active learning, the conceptual framework for this research encompasses multiple learning theories including constructionism, constructivism, experiential learning, and cooperative learning. The research examined the motivation of teachers' using maker-centered learning strategies and the challenges and benefits they have experienced. Data were collected using semistructured interviews and written lived experience descriptions from seven teachers currently using makerbased learning in their classrooms and analyzed using InVivo coding. The participants described their experiences as facilitators in student-centered classrooms that focus on collaboration and learning through failure. Time and assessment are common challenges while increased student engagement and student social and academic growth are common benefits. Experts maintain that maker-centered learning improves 21st century skills and prepares students for success in college, careers, and lifelong learning opportunities. First, I want to thank Dr. Narjis Hyder, my chairperson, for her unending confidence in me and my work and for always being available when I had questions or doubts. Thank you also to Dr. Jackie Gerstein for agreeing to join as my committee member. Your knowledge of maker education was invaluable. Finally, thank you to Dr. Cheri Toldedo for your help on this rocky journey. This study represents a long, arduous journey that would not have been possible without the constant support and encouragement from my dearest friends and family. There are no words to adequately thank my dear friend Sue Tobias who spent countless hours listening to me go on endlessly about my research along with my worries, struggles, and successes. Thank you for continually encouraging me, comforting me, and most importantly celebrating with me over even the smallest accomplishments. Thank you to those teachers who participated in my research. With your dedication to students, you are changing our world for the better! I am also eternally grateful to the many friends for their help and understanding along the way: My wonderful friends of Group 1 Cohort A: It seems a lifetime ago that we sat around that table at our first residency in 2013. You guys are amazing. I am confident in saying that without your support, this dissertation would not have been possible, and I would not be where I am today. I love you all! Scott Shelhart: I am incredibly grateful to you for introducing me to the idea of teaching outside the box, helping me to develop this idea, and for always letting bounce an idea off you. I appreciate all you have done for me. Chris Zander: Thank you for listening to me talk about this dissertation and sharing your amazing way with words! KVMS: To the staff and students-Thank you for your proofreading, your confidence, and your support while keeping me grounded. You mean the world to me! Finally, to my favorite rock star, Ginger Lewman, my life changed that day in the Blogger's Cafe at ISTE. Thank you for always answering my questions, sharing your vast knowledge, assisting in gathering the participants for this study, and just being your fantastic self.
Teachers’ Experiences with Learning Through Making by Kelly Girton Jurkowski MEd, Indiana Wesleya... more Teachers’ Experiences with Learning Through Making by Kelly Girton Jurkowski MEd, Indiana Wesleyan University, 2000 BS, Indiana University, 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Learning, Instruction, and Innovation Walden University May 2019 Abstract Experts describe maker education as activities relating to the construction of artifacts that encourage learning through teamwork, problem-solving, and innovation. Teachers in recent years have been turning to maker-centered learning strategies to develop 21st century skills along with emphasizing strong content knowledge focusing on creation andExperts describe maker education as activities relating to the construction of artifacts that encourage learning through teamwork, problem-solving, and innovation. Teachers in recent years have been turning to maker-centered learning strategies to develop 21st century skills along with emphasizing strong content knowledge f...
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Papers by Kelly Jurkowski